silikonload.blogg.se - Reflection questions

If you ask yourself a question, your brain will work overtime trying to come up with answers. For example, instead of “Why did Joe do that?”, a better question is, “When someone acts that way, how can I respond in a way where I am being true to myself?”. A better question is, “What is one thing I can do today that might help me to lose a few pounds?” Looking back at the past can be somewhat useful, but your focus should be on the present. Don’t make judgments (e.g., “Why am I so fat?). Not all “Why” questions are bad, but a lot of them are. A few examples of useless questions include: She has introduced Socratic questioning to Education students as a strategy they can (a) use to reflect on their field experiences, and (b) adapt for their own classroom assessment practices.If you start this new habit (or if you’re already doing it), make sure you’re asking useful questions. Lenore Adie (Education) has contributed to this pattern. What an argument is Retrieved Augfrom Acknowledgments Notes ResourcesĪn example of Socratic questions: ReferencesĪnsers, G. Conclude the activity with additional questions such as: What action are you going to take as a result of this session? Were you helped?įishbowl Reflection (FBR): Some previous experience with the Fishbowl reflection pattern will mean that students can concentrate on developing their questioning. Depending on the review, continue with the current issue or move onto another.Ask questions such as: How are we doing as a group so far? What are we doing well? What could we do better? Do we have agreement on the problem?

After 5-10 minutes, review the activity.

That is, if an observer thinks of a question, they tap one of the questioners on the shoulder and replace them in the fishbowl.

To make the activity more interactive, allow observers to ‘tap into’ the activity.

Seek volunteers for the Fishbowl: one person to be the problem presenter, 3-4 people to use Socratic questions to get further information about the problem.

Establish rules about how the discussion should proceed and allow some time for students to practise these roles. One student, the “problem presenter” needs to highlight the key elements of their problem succinctly in response to Socratic questions from other members of the group who are seeking to understand the problem. In small groups, students prepare for the class activity.

Establish a focus: some aspect of field experience that students found problematic.

(The website provides an overview of Socratic questions – see Resource 1.

Introduce the Socratic questioning technique to students.

A Fishbowl Reflection (FBR) activity can be modified to provide a non-threatening environment in which this can occur.

Introducing students to the Socratic questioning technique can help them to formulate their own questions in order to probe the complex issues they encounter. Socratic questioning is a well-known questioning framework which can be a useful alternative to the 4Rs model. This can involve asking themselves, and others, quite specific, probing, questions to get them to start thinking about their experiences in a different way. field experiences or service learning experiences), students may have to challenge their own assumptions. However, in making sense of experiences in new environments (e.g. those on the 4Rs model of levels of reflection) provide a good starting point to guide students’ reflective thinking.