Jennelle,
E-learning approach for the students must take into account that learning complex concepts requires time and sequence. Very good point.
Dr. S. David Vaillancourt
Reflective thinking allows students to come up with possible solutions and then determine the effectiveness and usefulness of those solutions.
Ann,
I agree with your scenario and have seen this process work for many folks at different times. However, sometimes I see students having difficulty with the "focused question" part because they do not clearly define the problem being reflected upon. In this situation sometimes "scattered thinking" overcomes the process. In the use of reflective thinking, for those not employing it as readily as some, the 'focused question' component may need extra attention to allow the process to unfold adequately. Thank you for your insights.
Dr. S. David Vaillancourt
Reflective thinking is going on in our brains subconsciously all the time. If we pose a focused question to our brain, a solution will rise to the surface (in most cases). Sometimes the more difficult ones pop up at a later time.
William,
This is terrific! Actually requiring and guiding students to think reflectively is so rare in today's fast-paced, get to the right answer society. I'm sure many of the students find this activity very valuable, not only in what they find during the activity, but in the establishment of a process they will find valuable in the future. Very nice. Thanks for your contribution.
Dr. S. David Vaillancourt
As I mentioned in my last post with the use of PBL exercises, I also have an exercise that I have the students complete once every 3 months. I call it the Walden Project, and as you would summize it is modeled after the author of Walden Pond. In the exercise the students are to find a quiet place, preferrably in nature (although not required) where they are to have no disturbances (NO CELL PHONES) and they are to reflect and journal their thoughts. Initially I do not give them anything in particular to focus on except their perception of their surroundings. The benefit for them is that they are sitting still, and being quiet. There are rules:
1. No technology, only a pencil and a notepad.
2. No talking at all
3. They have to be alone.
4. They have to return to the same spot, at the same time each week for 6 weeks.
5. They have to journal their thoughts.
This exercise is aimed at developing their understanding of how they think and the processes that they must go through to achieve a solution. My goal is to show them how to take a step back and consider all angles of a situation. As they move through the exercise, they are given questions, usually ethically based, that require more internal searching than research. We share their thoughts in class and discuss, not debate, their decisions.
Juan,
Good point. Getting an understanding of the overall setting or context of a problem can often provide insights toward the resolution.
Dr. S. David Vaillancourt
Stepping back from the problem offers the student to take a broader look it. I use the analogy of getting out of the weeds, take a moment to elevate your reference point... Taking a birds eye view of the terrain will help you better navigate.
Harrison,
As difficult as it is in the fast pace of what you're doing, teaching them (as basic as it seems) to reflect on the information before making decisions about the use of the information is an incredibly important component of what you do. I believe your 'diagnosis' is very correct, but in order to "get them to THINK" you will first need to take most of them through the process in a collaborative learning exercise. Which of course, does take time – if accomplished in the right manner.
Dr. S. David Vaillancourt
Hi… I am an advanced practice instructor at a collage here in southern California. I teach renal and cardiac A & P. Not the most fun subject to have foisted upon you. (The student, that is…) I cover the text at a rapid pace, so taking a moment to pause and to step back, and to discuss the topic at hand with case studies, to get them to THINK is needed for my students and ME.
Robert,
Yes, the use of reflective thinking often does provide students the opportunity for better choices. Reflective thinking and enables the student to revisit knowledge and experience to choose the most appropriate to be applied to the task at hand.
Dr. S. David Vaillancourt
This skills helps students make better choices when developing arguments
Kim,
I had not thought of the use of reflective thinking for problem solving in relation to massage therapy patient care. Very good insights. I do understand the holistic approach, to some degree, and the need for comprehensive consideration of current circumstances and projected goals. Thank you for sharing this different perspective.
Dr. S. David Vaillancourt
I am a massage therapy instructor and it is critical for students to understand the use of reflective thinking when dealing with a client. They must be able to understand what the client is telling them is wrong in order to develop an effective treatment plan. If they do not practice reflective thinking they will not take into consideration all of the clients needs, goals, and desires in regard to their goals.
Janet,
This is a perfect example of the usefulness of reflective thinking as a tool of problem solving. So much of what you say is reminiscent of personal experience for me. Thank you for sharing.
Dr. S. David Vaillancourt
Dr. Vaillancourt,
Reflective thinking helps us view a current situation and compare it to semi similar situations encountered before. This often provides insight that allows the current problem to be solved, or at least become more "workable." As a classroom teacher of many years, reflective thinking often gave me the help I needed in dealing with "difficult" personalities (students and parents) in various settings. Example: Any situation where a parent would start the conversation with: "My child would never . . .."
Aside:
Re: Your statement "Reflective thought in its most simple form is stepping back, pausing and trying to observe all that can be observed . . .." When I read this, I thought I had been thrown into Simon's "Way Back" machine (very old cartoon). Both of my parents were educators and their jobs had them traveling quite a bit - with two kids. One of the "games" my father taught us was to pause, look around and take note of the happenings around us. Then we would compare the different things we noticed and try to provide explanations. Thanks for the memory recall.
Pilar,
This is where I see teachers like you making a huge difference. Many behaviors (reflective thinking is a cognitive behavior) are taught 'indirectly' by modeling the behavior - and discussing - while accomplishing a different primary task. This often demonstrates the behavior itself and also demonstrates the value of the behavior. Thank you for your reflective insights.
Dr. S. David Vaillancourt
Reflective thinking is an important step in decision making and problem solving. In a class and in preparing people for jobs, students really need to be taught the intellectual tools for problem solving. Just like Denise noted, my students have not had any of this training and it will be essential to their success. It also gives them the ability to grow into more challenging positions as they understand how to
pause and consider different options, secure additional information and make more knowledgeable choices.
Monica,
Very good point. Having students reflect on alternate perspectives through cultural sensitivity is an excellent way to expand students' knowledgebases. Do you have any particularly successful demonstrations of cultural sensitivity that are used with reflective thinking? Thank you for your insights.
Dr. S. David Vaillancourt
Students can learn to draw upon their cognitive skills of reflective thinking to integrate knowledge and demonstrate cultural sensitivity.
