Table 3.2: Description for Reflection Types

kinesthetically or authentic experiences (Experiencing), needs to understand the reasons and principles behind things (Theorising), analyse the patterns and seek for logic (Analysing) and put whatever learned into practice by working on an authentic workplace problem (Applying). Last but not least, I also need time after every segment or activity to reflect on what I have learned so far and think through the whole learning holistically. (Oscar)

A small number (n=3) of students whose focus in their reflection in the final assessment was on a description of what was new content for them, as opposed to the awareness of their inquiry process and their journey, tended to have limited experience and access to the language of reflection. Overall, the three students concerned had lesser capability in their command of written language. Language is a key resource of the dialogical inquiry process; it is a primary resource for learning. These students require a different scaffolding to enable them to reach the standards explicit in the assessment criteria – which were used by participants to both self-assess and assess the work of their peers. Metacognitive awareness and the language to describe it seems to be important in developing higher order thinking, inquiry and in internalising the social dialogical process into new planes of mental activity. This is analysed further in the following section on reflecting and reflections.

3.4.1. Reflecting and reflections

We categorised learners’ reflections into four subgroups: descriptive, partially reflective, holistically reflective and metacognitive. The criteria for categorization were derived from the definition of the ‘Reflecting’ aspect of map of inquiry (Bound, 2010) as well as the criteria used to mark the reflection portion of the assignment. From the descriptive level to the reflective & aware level, the level of reflecting increases and the depth of reflecting increases as well. The descriptions for the different type of reflection can be as seen in table 3.2.

Table 3.2: Description for Reflection Types

Type of Reflection

Descriptive

Partially Reflective

Holistically Reflective Description

Descriptive rather than reflective piece with little or no explanation / analysis of their learning journey or what has been learnt

Focus on two or less of the following 1. Awareness of own assumptions and/or how one learns 2. Reflecting on own assumptions (why it did/did not change) and/or how one learns 3. Including other ways of thinking (i.e. taking peer’s perspectives, identifying limitations) 4. Seeking to reveal and relate to values, paradigms & culture

Focus on more than two of the following 1. Awareness of own assumptions and/or how one learns 2. Reflecting on own assumptions (why it did/did not change) and/or how one learns 3. Including other ways of thinking (i.e. taking peer’s perspectives, identifying limitations) 4. Seeking to reveal and relate to values, paradigms & culture