Currently I am in the process of conducting research into effective critical reflection within a media environment. This Research is in conjunction with the Centre for Educational Research, University of Derby.
It is my intention to use Stephen Brookfield's Critical Incident Questionnaire (CIQ) to gain knowledge of individual student perspectives. Therefore, as Media Moving Image students at BSDC you are requested to partake in this research (an excellent attribute you can put in your personal statement).
So what is reflection/critical reflection?
"When we reflect, we not only challenge our assumptions about why we do what we do, we can also help ourselves identify where we feel lacking and why we may be setting ourselves unnecessarily unachievable standards. How can we reflect on our approaches to our practice? What can we do? What can we uncover in the process?" (Hillier, 2005)
"Reflection is not, by definition, critical. It is quite possible to teach reflectively while focusing solely on the nuts and bolts of classroom process. For example, we can reflect about the timing of coffee breaks, whether to use blackboards or flip charts, the advantages of using a liquid crystal display (LCD) panel over previously prepared overheads, or how rigidly we stick to a deadline for the submission of students' assignments. All these decisions rest on assumptions that can be identified and questioned and all of them can be looked at from different perspectives. But these are not, in and of themselves, examples of critical reflection" (Brookfield, 1995)
"To put it briefly, reflection becomes critical when it has two distinctive purposes. The first is to understand how considerations of power undergird, frame, and distort educational processes and interactions. The second is to question assumptions and practices that seem to make our teaching lives easier but actually work against our own best long-term interests." (Brookfield, 1995)
"critical reflection focuses on the hunting of assumptions of power and hegemony. The best way to unearth these assumptions is to look at what we do from as many unfamiliar angles as possible" (Brookfield, 1995)
Please read the guidance notes and speak to Paul about how to complete the CIQ.
1. At what moment in the class this week did you feel most engaged with what was happening?
ReplyDeletewhen George came and talked to us about a future project.
2. At what moment in the class this week did you feel most distanced from what was happening?
i didnt feel distanced today at all.
3. What action that anyone (teacher or student) took in class this week did you find most affirming and helpful?
learning more about aftereffects and cs6
4. What action that anyone (teacher or student) took in class this week did you find the most confusing puzzling?
nothing today.. enjoyed today :)
5. What about the class this week surprised you the most? (This could be something about your own reactions to what went on, or something that someone did, or anything else that occurs to you.)
How simular cs6 is to final cut.
1. At what moment in the class this week did you feel most engaged with what was happening?
ReplyDeleteWhen our exterior client came in to talk about and u and coming project to see if any of us were interested in.
2. At what moment in the class this week did you feel most distanced from what was happening?
I didn't feel very excluded at all this week.
3. What action that anyone (teacher or student) took in class this week did you find most affirming and helpful?
When Paul was showing us about grading and ran us through what to do during the process.
4. What action that anyone (teacher or student) took in class this week did you find the most confusing puzzling?
I didnt find anything confusing Paul explained everything clearly and in detail
5. What about the class this week surprised you the most? (This could be something about your own reactions to what went on, or something that someone did, or anything else that occurs to you.)
Noting really surprised me this week
1. At what moment in the class this week did you feel most engaged with what was happening?
ReplyDeletewhilst editing! i feel like i am getting the hang of adobe now. even though im making mistakes i am realising that i am doing them, and am planning to correct them.
2. At what moment in the class this week did you feel most distanced from what was happening?
Not at any point during today, i feel like ive made alot of progress.
3. What action that anyone (teacher or student) took in class this week did you find most affirming and helpful?
just general conversation with paul, i feel like i learn alot from what he says about editing etc.
4. What action that anyone (teacher or student) took in class this week did you find the most confusing puzzling?
nothing today... the only thing i found confusing was the moodle site.
5. What about the class this week surprised you the most? (This could be something about your own reactions to what went on, or something that someone did, or anything else that occurs to you.)
How simular adobe is to final cut, i just hope it stays in my head. i would like to have an intensive course so i can use it to full effect.
1. At what moment in the class this week did you feel most engaged with what was happening?
ReplyDeleteWell, when dan and i was sorting out the filming for the rugby club.
2. At what moment in the class this week did you feel most distanced from what was happening?
I have felt distanced all day due to not feeling very well :P
3. What action that anyone (teacher or student) took in class this week did you find most affirming and helpful?
BYEEEEEE PAULLL :(
4. What action that anyone (teacher or student) took in class this week did you find the most confusing puzzling?
nothing really today, i am always confused, so.
5. What about the class this week surprised you the most? (This could be something about your own reactions to what went on, or something that someone did, or anything else that occurs to you.)
BYE PAULLLLL GOING TO MISS YOUUUUUUUUUUUUUUUUUUUU!!!!!!!!!!!