Speaker
Description
This presentation explores the implementation of a discussion-based reflective activity in a first-year university language learning context. The presenter will describe the steps in introducing a reflection-discussion task based on Gibbs’ (1988) six-stage framework. Additionally, how student post-task reflections were analyzed using both thematic coding, and Fleck and Fitzpatrick’s (2010) levels of reflection, will be explained. The talk concludes by discussing future improvements for the activity.
Abstract section 5: References
Fleck, R., and Fitzpatrick, G. (2010). Reflecting on reflection: framing a design landscape. In Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction (pp. 216-223).
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic.
Mynard, J. (2023) Promoting reflection on language learning: A brief summary of the literature. In N. Curry, P. Lyon, and J. Mynard (eds) Promoting Reflection on Language Learning (pp. 23-37). Multilingual Matters.
Polcznska, M., Concalves, J., and Castro, E. (2023) Fostering interactive reflection on language learning through the use of advising tools. In N. Curry, P. Lyon, and J. Mynard (eds) Promoting Reflection on Language Learning (pp. 291-306). Multilingual Matters.
Abstract section 2: Contribution/research questions
By explaining my experiences implementing a dialogic reflection activity, my aim is to raise awareness about the benefits and drawbacks of using discussion-based reflective activities. Also, to illustrate how teachers might adapt activities for their own classes. A further goal of the talk is to share my observations in analyzing student reflections both for assessment and in order to promote effective ways to assist in making their own students’ reflections more robust.
Abstract section 3: Content/method
I will describe a reflection-discussion activity based on Gibbs’ (1988) six-stage framework used in a first-year university class. I will show how students prepared notes beforehand using structured worksheets and then engaged in discussions with peers to share reflections on a learning experience. I will describe how post-task reflections done on the discussion activity were coded, and then analyzed using Fleck and Fitzpatrick’s (2010) framework. Finally, future improvements for the activity will be covered.
Abstract section 4: Outcomes/results
People attending this poster session will develop their understanding of the benefits and drawbacks of using interactive reflection-discussion tasks through my explanation of the activity covered in this talk. They will also learn about how the Gibbs six-stage discussion activity was perceived by the students through the learners’ post-task reflections, giving attendees insights of value should they wish to implement similar activities in their own classrooms. Through engaging in active discussions during this session, participants will acquire practical ideas that will allow them to assist their own students’ development as effective, autonomous language learners.
Abstract section 1: Relevance
It is widely accepted that reflection is an important aspect of language learning (Mynard, 2023). However, reflection need not be limited only to written activities. By sharing ideas collaboratively, students can discover new perspectives, and may also feel empowered through such interactions (Polcznska, Goncalves, and Castro, 2023). Therefore, incorporating dialogic activities for students to explore their reflections can lead to beneficial outcomes. In addition, evaluating reflections using a system such as the one created by Fleck and Fitzpatrick (2010) is important to assess student development and to consider ways in which to assist students in producing more transformative reflections.
| Title | Investigating a Peer-to-Peer Reflection-Discussion Activity |
|---|---|
| Teaching Context | College and university education |