Action: What did I want to attain? What was I trying out? What was I paying extra attention to?Ģ. Each step has specific questions that should be answered as part of the reflection exercise.ġ. Korthagen’s Circle of Reflection has five steps, as illustrated here. This tool allows students to inform themselves about their own practice and make decisions about their future dealings. Using the Korthagen’s Circle of Reflection, students systematically explore their actions in a given situation. Korthagen is a Dutch educational specialist who developed different models for reflection. At the university I teach at, the model our second-year students use is called Korthagen’s Circle of Reflection. There are many models one can use for self-reflection. When I pointed this out to him, he began to understand that reflection is a tool, a means of improving his style teaching so that he can knowingly re-create successful experiences and be less dependent on coincidence. He came out of this armed with resolutions and plans, without even realizing that we had just completed an entire cycle of reflection. What, in his experience, stuck out as a real success? What made that particular experience so successful? What did he do to create that experience? Were there other factors contributing to that experience? We continued to explore these and more questions in a short discussion. ![]() Of course, I knew what the point of the exercise was, but how to get it across to my student, so he might learn to value the experience as much as he valued studying for his upcoming exams. What was the point of the whole exercise? “I don’t understand why we have to do this,” he said, “it’s just a waste of time, when I could be using the same time to write lesson plans or study for my classes.” Why bother, indeed, I thought. ![]() ![]() I sat across the table from a young student while perusing his semester reflection.
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