Skills for the RPPF
Supporting reflection
Here we consider the learner profile characteristics of Inquirer and Reflective in the context of the RPPF and develop critical, ethical and reflective thinking. We directly apply Criterion E as we consider how to reflect on the research process and the new understandings gained. And where does it start? It starts with inquiry and the formulation of a question database. Scaffolding skills for the reflective project over the course of the CP is a must.
The Student as an Independent Reflective Inquirer
Aim: to explore the learner profile characteristics of Inquirer and Reflective in the context of the Reflections on Planning and Progress Form (RPPF) for the reflective project
Key reflective project skills:
- reflective, critical and ethical thinking
- build knowledge and understanding through inquiry
Summary of criteria
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
Task 1: Create a database of reflective questions using these prompts
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Student worksheet
Teacher notes: Database of questions to support reflection throughout the process
Detailed reflective questions to support each stage of the reflective project
INITIAL PLANNING REFLECTION
Questions to help with initial planning and starting the research process
Ways of responding: Mind map, annotated bibliography, annotated photograph, newspaper article, academic article
Refer to and use in: the initial reflection of the RPPF
• What am I interested in researching?
• Why do I want to research this area?
• How do I start?
• Do I have enough knowledge of the issue so far?
• What question(s) might I research to get going?
• How do I to carry out this research? What’s the plan?
• What sources do I need and do I have access to them?
• Are there any ethical issues I need to talk to my supervisor about before starting research? ?
• Is my research area focused or is it too broad?
INITIAL BACKGROUND READING REFLECTION
Questions to help reflect on background reading
Ways of responding: Notes, Annotated article/s, brainstorm of questions, mind map of potential challenges and possible strategies to overcome them
Refer to and use in: the initial reflection of the RPPF
• What have I learned so far?
• What further questions are emerging? Are these similar or different to my initial questions?
• Given the work I have carried out so far, does my research question reflect the ethical dilemma appropriately?
• Will my research question work within the word limit of the reflective project?
• Have I checked my research question allows critical thinking rather than description?
• What challenges have I met and how can I overcome them?
REFLECTION FOR STARTING THE DRAFT
Reflective questions to help with starting writing the draft
Ways of responding: an outline of the main argument, timeline, bibliography, review of introduction of the reflective project, annotated sections from books, journals, articles, etc, example of reworked research question, examples of data/information collected from research
Refer to and use in: The interim reflection
• Have I enough data and information to begin formulating an argument?
• If not, is there a solution? What are the steps to sorting it out?
• How far does the research I have gathered relate to my intended research question?
• If it does not, do I need to review and change my research question?
• Has the research I have collected taken me in an unexpected direction?
• If I want to change everything now, is it too late?
• What remaining questions or issues do I still have? Have I spoken to my supervisor?
• Am I keeping to the schedule for writing? Do I have a schedule?
REFLECTION FOR REVIEWING THE DRAFT/FINAL PIECE
Reflective questions to help with writing the draft and final piece
Ways of responding: Proofreading and highlighting the draft essay for: key ;points, coherent links, links to question, use of evidence, overview and solution in conclusion.
Refer to and use in: the Interim/final reflection (depending on draft or final piece)
• Do I have a reasoned argument that is sustained?
• Do I make clear links between different points made and the evidence I’ve used?
• How have I answered my research question?
• If I have not answered my research question properly, what happened?
• Why have I selected the evidence I have over other evidence I collected?
• Is my conclusion summative rather than repetitive of the content? Does it reflect the discussion that has taken place?
REFLECTION ON COMPLETION OF THE REFLECTIVE PROJECT
Reflective questions to ask on completion of the reflective project
Ways of responding: Review of the RRS and final piece, mindmap of responses
Refer to and use in: the final reflection
• How far have I met the expectations of the reflective project?
• Has my research made me change my perspective or views on the ethical dilemma in question?
• What strategies were the most effective in the research process?
• What skills have I developed that I might use in the future?
• What improvements could I make to my working practices?
• On reflection, what would I do differently?
• What can I conclude about myself as a learner from this process?
Task 2: Annotate this initial reflection for the key words and questions created in Task 1
Teacher resource, notes and evaluation
2 Post-it reflection
At the end of a guided research session with students in the early stages of reflective project preparation, give them two post-it notes, ideally in different colours. On one, they have 2 minutes to put key ideas that they take away from today; on the other, questions they have for next time. This is a quick way of making reflection habitual and unceremonious. Instead of using small pieces of paper, they could all collectively write their key points on a white board, in a shared document too