Reflection

Reflection process is an integral part of teaching practice. Reflection that supports all their learning in the university and it will be a vital part of the exercise in their profession at a later time. What is reflection? Meaning in everyday life, is a reflection of faces "going back" in the context of the college and professional, and is going back on the experiences to learn from them. Therefore, the thinking is a way to build knowledge about the self and the world.

Critical Reflection
"Reflection activities provide a bridge between the activities of social services and educational content of the course, a direct reflection of the new interpretations of the event activities of the students' attention and provide social services research methods and interpretation, because it is reading the text and learning a deeper understanding."
(from R. Bringle & J. Hatcher (1999) Reflection in Service Learning: Making Meaning of Experience

We can divide the size to deal with the different activities and reflection on the level of critical reflection process. These are summarized below. The first three are part of the normal reflection process is the critical reflection of the room. The discussion paper is expected to be in four areas.

Dimension 1 states as: The accuracy and breadth of integrated observation, these views
are a specific framework (e.g, experience, beyond the study of a student of the bed, or work in practice.)

Dimension 2 states as: Complete the description that has been observed. Dimension 3 states as: Making meaning of what has been described. Dimension 4 states as: Add significant depth and breadth, asking questions about the
meaning of a series of personal and professional problems.

Importance of Critical Reflection Which Adds Depth and Breadth to Student Learning
More and more colleges and universities the development of general education courses, including critical reflection, including the various disciplines how to solve some of the major issues facing society today courses. But be careful, critical thinking is not for the faint of heart.

"Critical thinking is not an exercise in clean and tidy farm that experience with a nice neat knot, very little. Rather, the study is in progress, is often complicated and provides more openings than closings, "said Barbara Jacoby, PhD., Expert at the University of Maryland, College Park." This is one of the challenges that teachers engage students in critical thinking are all the time. I do not know where students go to their thinking, and ... we must stop thinking of ourselves as the expert in a particular issue, because critical thinking raises questions that will not necessarily be an expert. " During the recent Seminar on how to reinforce learning through critical thinking, to share strategies for engaging students in critical thinking according to Jacoby, examples of exercises, including a critical reflection on a variety of disciplines. One of the favorite exercises Jacoby is the: what? So what? Now what? exercise. She loves because it is the basis for use in almost any field, and works equally well with students who do not have much experience with reflection.

Four Steps of Critical Reflection

When you start thinking about designing and facilitating critical reflection on his career, Jacoby recommends these four steps. 1. Identify desired learning outcomes Begin with the end in mind, and give your learning outcomes clear and measurable. Make it clear what students can expect to earn. "Critical thinking is something we take into account the results of learning about the complex dimensions of reasoning, the development of understanding, to question knowledge, theories and hypotheses," he said.
2. Design reflection activities to achieve learning outcomes

Here you should consider when, where and how often will result in reflection, to facilitate and participate in the discussion, and what means for reflection. 3. Engage students in reflection During the effective participation, it is important to ensure a balance of challenge and support. As we provide students with thought-provoking, you want to guide them toward progressively higher levels of complexity of thought, analysis and reasoning. 4. Assess learning through critical reflection Use formative assessment to make regular checks on the process of reflection in relation to learning outcomes. If necessary, improve learning outcomes along the way, strategies for diffuse or modify the mechanism of reflection. Some of the issues addressed in this step are: What products are proven learning? What are the criteria used to assess learning?

What evaluation mechanisms are used? How will you take into account the degree of reflection?

Literature Review:
Critical thinking analyzes the experience by exploring the social, political exposure assumptions, educational and cultural factors that determine the answer. Critical thinking allows us to participate in learning through participation in the transformation of both reason and emotion (Taylor 2001), to place in a broader social context, to understand our values, beliefs and prejudices, to work through seemingly contradictory feelings, reactions, and understanding to work better with customers to evaluate our learning, that informs our practice, our learning. Model A: DEAL model Lay and McGuire (2010) adapted from the price model ash and Clayton (2004) of reflective writing in social work. Lay and McGuire explained the elements of a structured critical reflection: Step 1: describe the experience. Provide details about the event or activity that prompted this reflection. Step 2: Examine the experience through the integration of personal experience and academic content. Using scenario analysis, contextual knowledge, imaginative speculation, and the skepticism of reflection, analyze the experience. Step 3: LEARNING articulated to answer questions proposed by Lay and McGuire (p.550): What did I learn? How did you learn? Why is it important for me as a social worker? What will I do in my future practice social work in light of this learning? Model B: The University of Portsmouth Student Support Model This model, described by Hampton (2010), consists of three parts: 1. DESCRIPTION what happened? What is discussed? 2. INTERPRETATION what is the most important / interesting / useful / relevant for the object, event or idea? How can be explained by the theory? How similar and different from other events or experiences? 3. RESULTS what did I learn from this experience? What does this mean for my future in this area?

By applying MBTI Test:

Who are you? This personality test collects key data about you and reveal your personality type. Method type of indicator is used to show their attitudes and preferences of life style real. Before taking the free personality test, you sit and get comfortable. Try to avoid distractions while responding to reports. When selecting your responses it is important to consider how they are usually not only the way they are now. It is also very important to be honest with yourself.

1) I never late for appointments? a. Yes

b. No

2) I like being involved in an active and fast work a. Yes

b. No

3) I like to have a wide circle of acquaintances a. Yes b. No 4) I am more interested in a general sense that the details of its implementation a. Yes
b. No

5) Strict compliance with the rules may prevent a good result a. Agree
b. Disagree

Illustration pertaining to myself:

For example, the notes are not a direct transcription of what the subject, but said he was in the relevant or interesting. I rarely have time to transcribe a direct quote, so trusted my paraphrase fast enough to risk changing the meaning. Some of the technical information was difficult to score accurately. (Conclusions and recommendations based on the experience of the author) A tape recorder would have been better and more accurate method. However, a student brought a tape recorder and asked you to do so by a member who was concerned for their comments which are posted directly. It seems that subjects feel differently to be recorded or photographed (unlike the observers to take notes), specific consent must be sought before using these technologies.

Un-critical Thinking: An Example

"Everyone knows that smoking is bad, so parents should not smoke when they have children. These parents, who smoke, obviously, just do not care about their children" Smoking is bad. What do you mean by "bad?" The poor health of children now is due to the inhalation of secondhand smoke? Evil, because parents are role models, if imitated by children later in life, can affect the health of their children? Evil, because parents are an example of

unhealthy behavior that could send a message to their children it's okay to participate in risky activities in general? Failure to provide the clarity that makes it difficult to develop much further learning. Clarity, therefore, can be an important "gatekeeper" of learning. Is it really that easy? What are some of the complexities here? For example, nicotine is addictive so it can be very difficult to stop. Medications to stop smoking, as nicotine patches, are very expensive and parents concerned may not be able to pay. Is it fair to point out this behavior as evidence of the attitude of parents? Is this the only or most important criterion for judging the concerns of parents?
From Ash, Clayton, and Moses (2006). Learning through Critical Reflection: A Tutorial For Service-Learning Students

Suggestions & Conclusion:

"It is worthy of reflection" Few, if the details are too small or insignificant to have meaning, and experiences of all, they are designed for training or casual, as well as readings, observations, events, and offer opportunities for wide range of learning. Critical thinking can lead to learning outcomes, including knowledge, skills, attitudes, values and behaviors. If it comes to generating measurable learning, critical thinking must be directed in accordance with the desired results. Reflection can be guided by a facilitator through the mouth, by a set of written instructions, or by other methods. This approach should allow students to generate learning and help articulate a coherent and cohesive, in part, to inform learning actions and the future. A strategy for thinking globally can integrate multiple mechanisms of reflection. A reflection

strategy answers the questions When do we reflect? (At what points during the experience or course or project?) Why do we reflect? (Toward what learning objectives) Where do we reflect? (In what settings, geographic or virtual) Who reflects? (Learners alone or together, with facilitators, with other participants)
Learning through critical reflection is often an unfamiliar (non-normative), which requires deliberate capacity building: Many students need to learn to learn through critical reflection. Facilitators of modeling reflection can be an important part of this building and can improve his / her own learning as well.