By Kathy Gori, PIIC Mentor Consultant

As one of the four core elements of the PIIC model, reflection is an effective lens into the world of practice.  In order to optimize student learning, teachers, coaches and mentors must examine the instructional decisions that they make and maintain an awareness of how they affect student achievement and student engagement.  For reflection to be meaningful, it must be an honest examination of learning through questioning and investigation, which leads to the development of informed decision making and understanding.

Two very different but equally effective types of reflection are used in the PIIC model.  Internal reflection is a private, highly personal, careful consideration of an educational experience.  This type of reflection is for the writer's eyes only and may use subjective language.  For example, the practitioner can ask questions such as, "How am I feeling about what I have seen, heard, or felt? Do I need to change an approach? Do I feel comfortable or uncomfortable, satisfied or dissatisfied?" This writing is not intended for sharing; it should be kept in a safe place.  Practitioners not only use internal reflections to take their own temperature as they react to new information and change in their own practice, but they also use it to gauge the reactions of those with whom they work. They write about how they perceive their coaches' or teachers' reactions, strengths and needs.  They use internal reflection to give their uncensored response about what they see: the good, bad and the ugly. They use words like "good, bad, great, and fantastic."  Sometimes their responses are raw, and they serve as a forum to vent.  Other times, they are insightful and proactive, rather than reactive.  These internal reflections allow mentors, coaches and teachers to express their personal thoughts without reservation or restriction.

On the other hand, external reflection is non-judgmental and data-based.  Practitioners use descriptive language, such as "I saw, he said, I heard."  The language that they use is as accurate and precise as possible.  For example, a coach may ask, "How did I engage with that teacher? What strategies did I use?" Clear probing questions are asked to clarify the mentor, coach or teacher's purpose. They also consider what would be the most effective, compassionate, non-evaluative ways to provide support.  They think about how they will say things or if they will use other means to get the message across, such as articles or excerpts from books.  They are cognizant that they are sharing their response with a colleague and are mindful that their responses are confidential.

Reflection is a critical factor in teaching and learning.  It provides the practitioner with time to think.  In placing one's thoughts on paper, It moves actions and reactions from the abstract to the concrete.  Frequent written reflections provide a record over time of how change and instructional improvement occur.  Furthermore, it helps focus on planning next steps.  Finally, reflection helps deepen a connection by exploring emotions as well as data and processing feeling as well as facts.  Whether the practitioner uses internal or external reflection, the practice of frequent reflection is a key concept in improving instructional practice.