A QUICK START GUIDE TO REFLECTION IN THE ….doc

A quick start guide to reflection in the physics classroom by Bradley Gearhart A project submitted in partial fulfillment of the requirements of the degree of Master’s in Education State University of New York College at Buffalo 2009 Approved by Program Authorized to Offer Degree Date State University of New York College at Buffalo Abstract Utilizing reflection in the physics classroom By: Bradley Gearhart Supervisory Faculty: Associate Professor Daniel MacIsaac Assistant Professor Luanna S. Gomez Physics Department Abstract: Reflection is a process that has been widely promoted but, in many cases, poorly defined. Many educators advocate the use of reflection and reflective practices in the classroom. However, few give clearly defined guidelines as to how and why this should be done. The objectives of this paper are to express my experience in the role of a student learning what reflection means, and in the role of a teacher to discuss some of the benefits of reflection in the physics classroom. The characteristics of reflective practices and examples of pedagogically effective reflective methods to learning will be presented. Contents I. Reflecting on Reflection 5 II. Vocabulary and Terminology – Ideas from Sch?n 7 A) Naming and Framing 7 B) How Do We Know That Which We Know? 9 C) The Reflective Cycle 10 D) The Reaction Board – Putting the Process Together 14 E) Where Reflection Can Go Wrong 19 III. Teaching As Coaching 20 A) The Student-Coach Interaction 21 B) “Telling and Listening” 22 C) “Demonstrating and Imitating” 24 IV. Conclusion 28 Works Cited: 30  Figure 1. Reaction board setup. The top view shows the relative setup of the components and placement of the ball on the platform prior to launch. The side view shows how the motion of both the ball and pendulum compare after the launch.  I. Reflecting on Reflection Educators have undoubtedly heard the term reflection and have been told at one time or another that the practice is be