JOHN DEWEY AND REFLECTIVE THINKING
REFLECTION AS A MEANING MAKING PROCESS
A Moves the learner from one experience to the next with deeper understanding of its relationships with and connections to other experiences and ideas. B. The thread that makes continuity of learning possible. C It insures the progress of the individual, and, ultimately, society. D It is a means to essentially moral ends.
JOHN DEWEY AND REFLECTIVE THINKING
REFLECTION AS A RIGOROUS WAY OF THINKING
Systematic, rigorous, disciplined way of thinking with roots in scientific inquiry.
JOHN DEWEY AND REFLECTIVE THINKING
REFLECTION IN COMMUNITY
Reflection needs to happen in community, in interaction with others.
JOHN DEWEY AND REFLECTIVE THINKING
REFLECTION AS A SET OF ATTITUDES
Reflection requires attitudes that value the personal and
intellectual growth of oneself and others
JOHN DEWEY AND REFLECTIVE THINKING
SIX PHASES OF REFLECTION:
1. 2. 3. 4. 5. 6.
An experience Spontaneous interpretation of the experience Naming the problem(s) or the question(s) that arise out of the experience Generating possible explanations for the problem(s) or question(s) posed Ramifying the explanations into full-blown hypotheses Experimenting or testing the selected hypotheses
JOHN DEWEY AND REFLECTIVE THINKING
SIGNIFICANT ATTITUDES FOR REFLECTION: 1. Empathy 2. Open-mindedness 3. Curiosity 4. Self-awareness 5. Intercultural communication skills 6. Patience 7. Ability to take risks/act/experiment 8. Active seeking of feedback and alternative perspectives
JOHN DEWEY AND REFLECTIVE THINKING
KOLBS TRANSLATION OF DEWEY TO LEARNING STYLES
1. 2.
PRESENCE TO CONCRETE EXPERIENCE ACCURATE DESCRIPTION OF AND REFLECTION ON EXPERIENCE ANALYSIS OF EXPERIENCE IN CONTEXT OF THEORETICAL CONSTRUCTS INTELLIGENT ACTION/EXPERIMENTATION
3.
4.
CHARACTERISTICS OF EFFECTIVE LEARNERS FOR THE TWENTY-FIRST CENTURY
(From the AAC&U National Report: Greater Expectations: A New Vision for Learning as a Nation Goes to College)
INTENTIONAL LEARNERS will become:
EMPOWERED through the mastery of intellectual and practical skills INFORMED by knowledge about the natural and social worlds and about
forms of inquiry basic to these studies
RESPONSIBLE for their personal actions and for civic values.
THE EMPOWERED LEARNER
**effectively communicates orally, visually, in writing, and in a second language **understands and employs quantitative and qualitative analysis to solve problems
**interprets and evaluates information from a variety of sources
**understands and works within complex systems, and with diverse groups **demonstrates intellectual agility and the ability to manage change **transforms information into knowledge and knowledge into judgment and action
THE INFORMED LEARNER
Has had sustained opportunities to learn about:
**the human imagination, expression, and the products of many cultures **the interrelations within and among global and crosscultural communities
**means of modeling the nature, social, and technical worlds
**the values and histories underlying U.S. democracy
THE RESPONSIBLE LEARNER
Has developed:
**a sense of integrity and social responsibility
**intellectual honesty
**awareness of ones responsibility for social justice
**a sense of active participation as a citizen of a diverse democracy **discernment of the ethical consequences of decisions and actions **deep understanding of ones self and respect for the complex identities of others and their histories and cultures
Dimensions of Learning Theory
Transitions & Transformations
How Do I Deal with Change?
Learning Styles & Preferences
How Do I Learn?
Ways of Knowing
How Do I Develop?
History & Culture
What is Truth?
Educational Dynamism
Technology Dynamism
Acceleration Dimensions Cultural Assimilation Learning Integration
Academic Disciplines
Three Dynamisms
The Three Dynamisms
Support Structures New: Computer Labs/Laptops with wired classrooms/ computer support organization, software/ file storage, Curriculum restructuring, faculty training/ virtual classrooms
Institutions Pedagogy New Literacy
Connective/Dimensional Self-Reliant/ On-going Generalized/ Time-sensitive
New Pedagogy
Methodologies to accomplish Goals & Objectives New: Lab exercises/interfaces with web engines, better understanding of multimedia/how to use online research/more testimonials and individual guest speakers/self-assessment learning techniques.
Lab Exercises/Interface with Search Engines, Role Playing/Video interfaces/Online research activities/ Testimonials/Self Assessment techniques
New Institutions
Computer Labs/Laptops with wired classrooms, computer support organization, software, file storage, Curriculum restructuring, faculty training, virtual classrooms
Societal Goals & Objectives New: Connective /Dimensional/ SelfReliant/ On-going education/ Generalized/ Time sensitive
Technology Arc Dimensions
Synthetic Awareness
Literacy Dimension Variables Technology Interactions Values Ethical Reflective
