Reflection is a vital practice for educators looking to enhance their teaching skills and student learning. Based on common discussions in the field, there are two primary forms of reflection.
According to the provided information, the different types of reflection in teaching primarily discussed are reflection-in-action and reflection-on-action. The main difference between these two lies in when they occur relative to the teaching event.
Primary Types of Reflection
The distinction between reflection-in-action and reflection-on-action centres on timing:
- Reflection-in-action: This type of reflection happens during the teaching process itself. It involves thinking on your feet, making instantaneous adjustments based on student responses or unfolding situations in the classroom. The provided reference does not explicitly define this type but contrasts it with reflection-on-action.
- Reflection-on-action: As stated in the reference, this form of reflection occurs after an instruction or task has occurred. It involves looking back at a teaching experience to analyze what happened, why it happened, and what could be done differently in the future.
Timing is Key
The core difference between these two types of reflection is the timeframe in which the educator engages in reflective thinking.
| Type of Reflection | Timing |
|---|---|
| Reflection-in-action | Occurs during the teaching event. |
| Reflection-on-action | Occurs after the teaching event. |
Practical Insights
Understanding this distinction helps teachers apply reflection effectively.
Reflection-on-Action in Practice
Since the reference specifically mentions reflection-on-action as happening after an instruction or task, practical examples include:
- Reviewing a lesson plan after teaching it, noting what worked and what didn't.
- Thinking about a specific interaction with a student at the end of the day.
- Analyzing assessment results to understand teaching effectiveness.
- Writing notes or journaling about a teaching experience to process it later.
This type of reflection allows for more structured and in-depth analysis once the immediate pressures of teaching are over.
While the reference highlights these two as the primary types, it's important to note that the broader field of educational research discusses various models and cycles of reflection that can build upon these fundamental ideas. However, based strictly on the provided text, these are the two key forms discussed.
