Reflective Practice

When I first started this course I was skeptical about the content and how I could improve my own SRL. With this in mind, I chose to focus my inquiry on learning how to facilitate SRL in the classroom because I thought that I was already competent in my own SRL. As the course went on, the theory and practice developed a deeper perspective which lead to more inquiry in SRL strategies and techniques, and ultimately identifying ways to adapt my own practice in order to improve. As a result of this inquiry, I found a better understanding, partly through self-reflection, of my personal motivations and goal setting strategies.

I found the initial break through into self-assessment challenging, but humbling. I feel as though I engaged in self-reflection in the past and benefited from the results. Perhaps somewhere along the way I thought better of myself and began to engage in more shallow self-reflections which do not produce the same benefits. I found it beneficial to refine my definition, and goals, in order to better the process.

My learning began with the scholarly readings which opened my mind to many new theories and practices. This ultimately drove my inquiry as SRL and the development of my final project. Interactions with peers also helped refine my goals and improve my learning during the course. This contributed further to the development of my final project as it shifted my inquiry focus towards applications beyond this course and in my own classroom.

My next steps are to continue with SRL through inquiry in different subject areas. I will strive to apply the SRL strategies and techniques I have discovered during my inquiry process and development of my final project. I aim to develop SRL strategies in my future students so that they may strive to become lifelong learners as well.

Through thoughtful reflection, experimentation, and evaluation, teachers can better create meaningful learning experiences for their students (Gibson et al., 2011).