Reflective Practice using ARTiD by Tracy Wilson
This discussion post will explore reflective practice. The specific model that I will expound upon is Assessing Reflective Thinking in Solving Design Problems, or ARTiD (Hong & Choi, 2015). I will address strengths and weaknesses related to my professional and interpersonal skills regarding reflective thinking. Lastly, I will express my thoughts about how I intend to practice good self-reflection and become more self-aware.
Summary of ARTiD
Hong and Choi (2015) addressed reflective thinking with the use of a tool called Assessing Reflecting in Solving Design Problems, abbreviated as ARTiD. The tool is a fourth-version questionnaire for students at the undergraduate and graduate levels. It is a valid and reliable instrument for introspection surrounding research designs. Hong and Choi (2015) recommended using supplemental research methods in conjunction with ARTiD, but based on the research, the tool appears sound.
The model is three-dimensional and uses timing reflection, objects of reflection, and levels of reflection (Hong & Choi, 2015). Specifically, ARTiDl allows the students to look at the design stages and design periods, focusing on goals, information gathering, defining the problem, finding solutions, evaluating solutions, and then making decisions (Hong & Choi, 2015). It also allows them to reflect during the early, middle, and late stages of design (Hong & Choi, 2015). Additionally, ARTiD permits self-reflection based on knowledge, experiences, feelings, and external materials, such as “stakeholders” and “contexts” (Hong & Choi, 2015, p. 850).
ARTiD and Me
The reason I chose this reflective practice model is because it involves not only personal introspection, but also understanding research designs. ARTiD also promotes effective teaching and learning (Hong & Choi, 2015), which is particularly important for me as an Educational Psychologist. Using this model will help me reflect and refine my teaching methods.
ARTiD is applicable in my life both personally and academically. For example, question 12 in section III addresses inaccuracies of personal beliefs and to what extent students discover those (Hong & Choi, 2015, p. 862). Ruscio (2006) makes it clear that personal opinions and beliefs have no place in scientific research. Still, everyone has a belief system. Reflecting on those beliefs allows me to remain open-minded. ARTiD assists with that.
The ARTiD instrument helps me decide what goals I should set and how to evaluate them. It even presents questions about budgeting and ethics. The aforementioned are important to me as a researcher and a human being. I want to be an ethical, compassionate individual as well as an exceptional teacher. Therefore, reflective practice using the ARTiD method will help me work through challenges and find answers, allowing me to grow as a person and an educator.
Personal Strengths and Shortcomings
Just like everyone else, I have strengths and shortcomings. Knowing what my weaknesses are will help me find solutions. I am usually good at making decisions. I have discovered, nonetheless, that I make decisions based on availability heuristics. As indicated by Ruscio (2006), this is not always negative, but when it comes to research and science it can be detrimental.
I am my own worst critic. The ARTiD tool provided solutions for that shortcoming. Question number six in section IV asks me to reflect upon whether or not my strategies efficiently help me reach the identified goal (Hong & Choi, 2015). Reflective practice is helping me see that being so self-critical does not serve a positive purpose. It only impedes the desired outcome.
Professionally speaking, I have several strengths. I engage well with others and am highly organized. However, I lack the skills needed to conduct research. I do not have any experience designing experiments, collecting data, and calculating that data. By engaging in active self-reflection and continuing in the doctoral program, I can develop the skills needed for combating such a weakness.
Planning for Self-Reflection
There are several ways that I can plan for self-reflection more often than I do now. One of those ways includes learning more about reflective practices. I was not aware of the dynamics of reflective practice until reading and researching for this unit.
I am fairly certain that I engage in reflective practice all of the time, but I need to become much better at it. I usually look at my behavior at a surface-level and then strive toward making positive changes. My husband accuses me of over-analyzing things. Constructively reflecting should be the goal, and when I get caught up with daily life, it is hard to make time for reflective practice. Therefore, I will have to carve out time to engage in meaningful self-reflection.
Planning for Self-Awareness
Observing my own behavior on a deeper level is not necessarily easy. Psychological reasoning biases play a part in everyone’s life, and whether it is confirmation bias or heuristics, it is important to look at ways of modifying negative thinking and behavior. Reflecting on my reactions and thought processes will help me become self-aware. Moreover, determining the lesson I should take away from a situation will help me grow.
I cannot change the outcome of some situations, but for the situations where change can occur, becoming self-aware can teach me what problem-solving strategies work and which ones do not. As I stated in the above mentioned, I must make time for reflection. Without quieting my mind and considering the precipitating circumstances along with the outcome, it will not be possible for me to attain self-awareness, thus impeding personal and professional development.
In summary, exploring the reflective process through the Assessing Reflective Thinking in Solving Design Problems, or ARTiD (Hong & Choi, 2015), has helped me become more aware of my strengths and weaknesses. I have presented thoughts about how I plan to practice good self-reflection and become more self-aware with the ultimate goal of achieving growth and success in all areas of my life.
Hong, Y., & Choi, I. (2015). Assessing reflective thinking in solving design problems: The
development of a questionnaire. British Journal of Educational Technology, 46(4), 848-863. doi: 10.1111/bjet.12181
Ruscio, J. (2006). Critical thinking in psychology: Separating sense from nonsense (2nd ed.).
Belmont, CA: Wadsworth.