Reflective Thinking
Reflection as a Process
Reflection is generally seen as an exercise in looking back on what has been done. The part that is missed out is to use this knowledge to shape what can be done in the future. This is how reflection becomes an act of processing, developing and shaping understanding in the reflective project. See below for guidance on how reflection is assessed in the final piece as well as quick teaching ideas to encourage reflection in different ways.
How do you support independent reflection?
There is a risk with the reflective project of students getting 'reflection fatigue' as the demand for reflection is constant over a substantial part of their CP course. This can be even more of the case if students have prior experience of the IB and the importance placed on being 'reflective' in the learner profile. Students have to produce three reflections in the Reflections on Planning and Progress Form (RPPF); essentially these will demonstrate how the ethical dilemma was chosen, the progress and obstacles of planning and research, actions taken when difficulties were met, how they responded to feedback on their writing and their final thoughts on their final draft and their perceptions of the ethical dilemma at the end of the process. Marks for reflection will only be awarded by what is written in the RPPF and not the reflective project itself; however students will find that reflection becomes a crucial part of shaping their argument and successfully demonstrating critical thinking. Students can use the criteria continuously to find relevant topics to reflect upon.
Thinking routines to promote reflective thinking
When we consider students explicitly paying attention to their ethical thinking and the processes it takes to take an ethical stance, we need ask ourselves what we are asking them really to do. In brief, we want them to be able to take on multiple perspectives in a balanced way before deciding on their personal ethical viewpoint so they can compare their original first thoughts with a more nuanced level of thinking. And the same goes for reflective thinking; what actually does this mean and how can it go hand in hand with ethical thinking processes? Again here, we zoom in on a thinking routine from Harvard Project Zero that invites students to reflect; using thinking routines with such consistency really helps to develop communication skills and confidence as well as provide access to critical thinking.
Step in - Step out - Step back
Reflective thinking does not look like just one thing. In this thinking routine, students reflect to promote intercultural understanding and empathy; what Harvard Project Zero expand extensively on as ' global competence'; 'globally competent students prepare for compex societies and a global economy by learning how to investigate the world beyond their immediate environment, framing and making'.
This is an excellent thinking routine for students to use when they have gathered a range of perspectives for the task they are preparing (this could be preparing a debate, presenting on a case study for their career-related study or they might be well into the research phase of the reflective project). However, to introduce this routine, you can use the following article from January 2022 titled 'How did Novak Djokovic get a vaccination exemption at the Australian Open?'
'A routine for nurturing a disposition to take social/cultural perspective responsibly'.
Choose: Identify a person or agent in the situation you are examining.
Step In: Given what you see and know at this time, what do you think this person might feel, believe, know, or experience?
Step out: What else would you like or need to learn to understand this person’s perspective better?
Step back: Given your exploration of this perspective so far, what do you notice about your own perspective and what it takes to take somebody else’s?
Varying the exercise
It is important to note the outcome of this thinking routine - this is not about students necessarily changing their mind about a person and their actions - it is an exercise in what it takes to hold that person's perspective and how that feels.
To reiterate above, this is an excellent thinking routine for students to use when they have gathered a range of perspectives for the task they are preparing:
1. This could be preparing a debate
2. Presenting on a case study for their career-related study
3. They might be well into the research phase of the reflective project).
However, recommended above, is to introduce this independently as a routine, you can use the following article from January 2022 titled 'How did Novak Djokovic get a vaccination exemption at the Australian Open?'. This is also a great opportunity to explore research skills as students can identify the different stakeholders in the news article and consider the different perspectives they hold before focusing in on one in particular for this thinking routine. Alternatively, you can use any of the case studies, articles and topic areas in the Applied Ethics area of this site such as:
5.1 Real world stories, issues and dilemmas
5.2 Biomedical ethics & Henrietta Lacks
5.2 Good news in Tech, Science & Business
5.3 Academic Integrity and AI
Extending the exercise with further contexts and prompts
This is an excellent routine that goes hand in hand with Personal Development and Intercultural Understanding. You will find under the Personal Development in PPS, further resources in
1.1 Empathy and Intercultural understanding
1.1 Self-awareness and Empathy
1.3 Relationship management
What does the summary of the criteria below suggest students might reflect upon in the RPPF? Click on the evaluation below for further ideas.
Criterion A: Focus and Method
Decide on an ethical dilemma arising from the career-related context
Use appropriate research methods and collect information from a variety of sources judiciously
Show an understanding of bias and validity
Criterion B: Knowledge and understanding in context
Show knowledge and understanding of the issue
Utilise a local/global example of the issue in which the ethical dilemma is embedded to contextualise the ethical dilemma and be able to analyse different perspectives on it
Illustrate an awareness and understanding of the impact of the ethical dilemma on a local/global community and demonstrate how cultural influences can effect the perceptions of the ethical dilemma
Criterion C: Critical thinking
Demonstrate logic, reason and the ability to interpret, analyse and evaluate researched material
Develop the ability to synthesise information gathered from research; make connnections as well as link ideas and evidence
Criterion D: Communication
Create a structured and coherent project; appropriate terminology is accurate and consistent; communicate ideas and concepts
Criterion E: Engagement and reflections on planning and progress
Reflect on the research process in order to refine it.
Show reactions to new understandings gained in the exploration of the ethical dilemma.
Critique decisions made troughout the research process and working practices
It can help to view the criteria as a process. Students start with choosing an issue and dilemma and go about their research (Criterion A). As they research, they form knowledge and understanding especially within specific comparative contexts locally and globally (Criterion B) which can then be appraised, synthesised and evaluated. The drafting process allows for review and further connections to be made (Criterion C). The overall project is assessed for its structure, coherence and ability to communicate ideas (Criterion D) but the relatively few marks available suggest that the real hard work in communication is achieved by Criterion A-C.
Criterion E is there at every stage; a place for students to discuss how they went about each part of this process; what successes and setbacks did they have, how did they solve problems, what did they feel and how did they change over the process.
Defining the Research and Reflections Space (RRS)
The RRS can be an overlooked tool and seem like one acronym too many but actually it is a crucial part of students working independently and setting the right tone in their relationship with their supervisor.
a) Ask students to think of how they could present information, ideas and feelings in dynamic ways.
For example:
Adapted from Reflective Project for the IBCP: Skills for Success by Hodder Education, p19
Creating work habits and routine
Defining the RRS and the dynamic ways you can present work is just the first step for the students. The next step is for them to envision ways of working that they will begin and end every session they spend on their reflective project. For example, if they finish every session with a summary of '3 thoughts - 2 questions raised - 1 opinion' from the research they have done then this will be a great starting point for their next research session and easier to get going. Even a sticky note at the end of a sesison, telling themselves where to pick up from in the next session can save time and create efficient work habits.