What’s the point of reflective practice?
December 7, 2013 2 Comments
As educators we put a lot into what we do. We think, we question, we plan, we learn, we teach and we reflect. Praxis, the cycle of reflection, practice, reflection and improved practice is fundamental to good teaching, learning and assessment and most outstanding teachers are expert learners who continue to develop their subject expertise and their professional practice.
So far, so good, but the big question is, “What difference does all this make to students?” In other words, “What’s the point?”
The WEA context
The Workers’ Educational Association works exclusively with adult learners so we have to consider all sorts of starting points, personal circumstances, educational experiences, barriers and motivations and to tailor our practice so that they can have the best possible learning experiences. Our professional development is about our learning to improve their learning through our teaching and planning.
The WEA’s teaching, learning and assessment happens in a complex networked organisation supported by many volunteers, with a democratic membership structure and elected governance. We work at community levels across England and Scotland, as part of a wider international family of Workers’ Educational Associations. We run part-time courses, working flexibly and adapting to locally identified situations and partnerships. Without campuses and with very few of our own learning centres, we’re very mobile and adaptable. We try to turn the ‘hard to reach’ cliché on its head by recognising that most educational opportunities for adults are hard to reach and so taking our courses to them.
Our dispersed model of working brings advantages and challenges as we work to bring our vision and values to life through our classroom practice, which is rarely in dedicated WEA classrooms and more usually in hired rooms in community-based venues where people can feel more at home.
Proof of the pudding
The logistics alone give us a lot to think about, but the practicalities are ‘backroom’ issues. What matters most is the difference that we make to our students and the difference that their learning makes to their lives. That’s where reflective practice is essential and where we have to balance our thinking about what we put into teaching, learning and assessment with the crucial matter of what our students gain from it. As we’re committed to education for social purpose, we’re also interested in the wider effects on their friends, families and communities.
This short film shows the impact of WEA learning and our tutors’ expertise:
WEA leaders and managers use data to help us to reflect, shape and improve what we do, but we’re a ‘head and heart’ organisation that combines our use of statistics with a constant stream of students’ stories that inspire and motivate us.
Here are 2 short films of students telling their stories about family learning.
These are examples of what drives us and our professional practice in teaching and learning.