Embracing reflection isn't just a practice for students—it's a vital journey for educators too. Reflection involves examining our experiences to gain insights that inform and improve our teaching methods, a process known as metacognition.

<p>
  Embracing reflection isn't just a practice for students—it's a vital journey for 
  educators too. Reflection involves examining our experiences to gain insights that 
  inform and improve 
  our teaching methods, a process known as metacognition.
</p>

<p>
 According to the California Standards for the Teaching Profession (<a href="https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf?sfvrsn=c9747b7e_2" target="_blank">CSTP</a>), 
 reflection 
 is essential for effectively assessing and supporting students and guiding our 
 professional growth. The interconnected practices outlined by the California 
 Department of Education deepen teaching practices by engaging and supporting all 
 students, creating effective learning environments, understanding the subject matter, 
 planning instruction, assessing students, and developing as professionals.¹
</p>
<p> In a <a href="https://journals.sagepub.com/doi/10.1177/0022487114552028" target="_blank">2015 study</a>, 
M. Clara defined reflection as “a thinking process which 
  gives coherence to a situation which is initially incoherent and unclear.” 
  In education roles like teachers, aides, and school staff, reflection serves 
  as a powerful tool for continuous growth and proactive learning. According to 
  a 2023 <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2414478" target="_blank">Harvard study</a>, 
  reflection has an impact on learning through reflective 
  practice. The study notes that reflecting on past scenarios deepens the 
  experience through insight, perhaps more so than additional experience.³
</p>

<h2>Practical Suggestions for Navigating Challenges</h2>
<p> While reflection is invaluable, it can pose challenges. Finding time amidst busy 
  schedules and addressing emotional aspects of teaching, such as personal beliefs 
  and interactions, can make reflection taxing. A Suphasri & Chinokul <a href="https://files.eric.ed.gov/fulltext/EJ1334998.pdf" target="_blank">2021 study</a> 
  notes that It will take time to see changes happen or improve.
</p>

<p> Through reflective cycles, educators can create reflective thinking when looking 
  to find solutions and ways to improve their practice. One example of a reflective 
  strategy is Gibb’s Reflective Cycle, which was noted in the Suphasri & Chinokul 
  2021 study. Gibb’s Reflective Cycle is described as the following six steps: 

</p>

<ol style="margin-left:20px;">
    <li>  Description of an incident that they were unclear of.</li>
    <li> Feelings/Thoughts- What are their feelings for what happened?</li>
    <li> Evaluation- What was beneficial or challenging about the situation?</li>
    <li> Analysis- Individuals can assess their knowledge or seek outside perspectives, like academic research or an educational thinking partner.</li>
    <li> Conclusion, which is based on the educator’s goals and perspective. </li>
    <li> Action Plan- Next steps and/or ways to implement strategies and insights to their practice.⁴ </li>
</ol>

<p>Gibb’s Reflective Cycle is only one example of reflective strategies that can be used and adapted to guide reflective thinking.</p>

<h2>Reflective Practice Resources</h2>
<p> Reflection offers numerous benefits for educators, including exploration of new 
  teaching approaches, enhanced problem-solving abilities, and a solutions-focused mindset. 
  The following resources may provide interesting strategies for reflective practices:
</p>

<ul>
    <li>Edutopia's article, <a href="https://www.edutopia.org/article/consistent-teacher-reflection-tips/" target="_blank">"6 Tips For Making Reflection A Consistent Habit,"</a> 
    offers valuable insights that integrate reflection into our daily routines. 
    </li>
    <li>The ASCD podcast, <a href="https://www.ascd.org/podcasts/reflective-practice-growing-by-developing-your-metacognitive-skills" target="_blank">
    “Reflective Practice: Growing by Developing Your Metacognitive Skills,”</a> 
    highlights a reflective cycle and the importance of voicing your thinking. 
    </li>

    <li> Cross Country Education’s blog, <a href="https://www.crosscountry.com/blog/reflecting-for-success?term=reflecting" target="_blank">Reflecting for Success</a>, 
    highlights strategies for reflection and how reflection extends student learning through metacognitive strategies.
    </li>

    <li> A <a href="https://www.lifescied.org/doi/10.1187/cbe.12-03-0033" target="_blank">2017 research study,</a> 
    notes that explicitly teaching students reflective practices, like metacognition, will help students to evaluate their own learning practices. 
      The study provides practical strategies and how to implement them in a classroom. </li>
</ul>

<p> Embracing reflection as a continuous journey empowers educators to enhance their practice and make a greater impact on student learning outcomes. Let's seize every teachable moment and leverage it as an opportunity for growth.</p>

<h3> Citations: </h3>

<ol style="margin-left:20px;">
  <li>California Standards for the Teaching Profession (CSTP) (2009). (2009, October). California Department of Education. Retrieved February 26, 2024, from <a href="https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf?sfvrsn=c9747b7e_2" target="_blank">https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf?sfvrsn=c9747b7e_2</a> 
  </li>
    <li> Clarà, M. (2015). What Is Reflection? Looking for Clarity in an Ambiguous Notion. Journal of Teacher Education, 66(3), 261-271. <a href="https://doi.org/10.1177/0022487114552028" target="_blank">https://doi.org/10.1177/0022487114552028</a> 
    </li>
    <li> Di Stefano, G., Gino, F., Pisano, G. P., & Staats, B. R. (2014). Learning by Thinking: How Reflection Aids Performance. Social Science Research Network. <a href="https://doi.org/10.2139/ssrn.2414478" target="_blank">https://doi.org/10.2139/ssrn.2414478</a> 
    </li>
    <li> Suphasri, P., & Chinokul, S. (2021). Reflective Practice in Teacher Education: Issues, Challenges, and Considerations. PASAA, 62. <a href="https://files.eric.ed.gov/fulltext/EJ1334998.pdf" target="_blank" >https://files.eric.ed.gov/fulltext/EJ1334998.pdf</a>  
   </li>
</ol>

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