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To ensure reflective practice is more than an activity added to our schedule, we need to take a reflective stance. Too often, reflection becomes the thing we do at the end of a task or the end of the day. We look back and contemplate what was, and with that in mind, we look forward to what we might do differently next time. It is in this way a very reactionary process. By all means, this form of reflection has its place, and it can be a powerful strategy to deploy as we seek to learn from experience. If we value reflective practice, we will be sure to set aside time for this form of reflection on a routine basis. By engaging in reflection habitually, we ensure that it is a routine part of our day. But adopting a reflective stance can make this more powerful.

Explore the website of any school, and you will undoubtedly find a page dedicated to their Mission and Vision. Here you will find carefully crafted statements of purpose couched in the vocabulary of educational excellence and reflecting the pinnacle of human possibility. A blend of educational philosophy and marketing speak designed to promote student achievement and enrolments. The question is, to what degree does the lived experience of the typical student align with the stated purposes? Does the product do what it says on the tin?

At some point, we will need to pause. Lift our heads up and survey the scenery in this new world. Then, let us hope that we ask the right questions. Making time and space for a moment of pause and reflection will be crucial if it becomes clear that this is more than a brief fling with online learning.

It is soon the start of a new school year for students in Australia. In other parts of the world, the year continues after a short break for Christmas while New Year festivities are just around the corner for those observing the lunar new year. The start of the year is considered an excellent time to reflect on key ideas that matter to our learning and potential for success. But does this equate with goal-setting?

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It is difficult to understate the importance of reflective practice for learning. Dewey states that "We do not learn from experience. . . we learn from reflecting on experience", and it is worth taking time to consider the implications of this. How might we maximise the benefits of reflective practise amidst the many competing pressures we confront?

For schools in Australia and many parts of the world, we are heading towards the end of another school term and year. That means report writing season. For the next few weeks, teachers across the country will be huddled in front of computer screens, writing reflections on the progress their learners have made. Mark books will be opened, assessments consulted, work samples will be reviewed. All so that in the first week of the long Summer vacation students can sit and read their report and make plans for how they will enhance their learning in the coming year.

I have just had the opportunity to spend the weekend learning alongside a large group of mathematics teachers. After a day and a half of talking and thinking about mathematics teaching, I am excited to get back to school and try out some new ideas. There were also some key takeaways for me that I share below. These are the questions or wonderings that my mind wandered to while listening to the numerous talented speakers over the past two days.

The Future of Education is a topic often discussed, and at the recent gathering of educators in Florence, it was the title and theme for the conference. Now in its ninth year, The Future of Education is an international conference that attracts educators from around the world and across all domains touched by education. The conference is an inspiring two days of discussion and sharing, with the city of Florence, the centre of the Renaissance, providing a constant reminder of what might be possible when creativity and critical thinking combine. Here are my key takeaways from this event.

There are particular behaviours and a mindset that accompanies effective reflective practice. Understanding and applying these allows us to become reflective practitioners.

It is generally accepted that learning is enhanced by the inclusion of deliberate, reflective practice. Indeed the act of reflecting on the impact that our actions have towards the achievement of any goal (learning oriented or other) is shown to have a positive impact. Reflective practice is defined as the praxis (interdependent and integrated theory, practice, research, thought and action) of individuals or groups to move from 'better thinking to better action' as a result of reflection for, in and on learning (Harvey et al. 2010 p140). With this in mind, it is worth considering what reflective practice might look like and to consider it in a range of contemporary contexts. 

"We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.

Rather than expecting to be immersed in learning that shines a light on the path forward the notion of searching for driftwood that suits the learner's needs is very empowering. It requires an imagining of learning as a very active process where the learner is aware of their context, their current understanding and what they might need to move forward. It demands a conscious practice of reflection and a disposition towards taking charge of one's learning. It is a very agentic view where learning is something that you do, not something that happens to you. 

Teaching is undoubtedly a busy profession and one where the end of the to do list seems to be forever located in a galaxy far far away. There is always more to be done and as each item on the list is ticked off, three, four or more seem to have appeared. If we ever do get close to the end, we find ourselves reflecting on what we have achieved and the many ways in which it might be improved. 

The past five days have provided me with an amazing learning experience as I have attended ICOT 2018. With the conference just wrapped up and with Florida providing another remarkably wet afternoon, here are some initial reflections.  

I recently spent ten days in Cambodia accompanying students on a service trip where they developed their cultural understanding and spent time improving the environment of a local school. While laying pavers and digging a ditch I had a chance to reflect on the difficulties facing education in a country like this. I came away with questions, wondering and few answers. 

Last week I spent three days thinking about curriculum and all that it means to teaching and learning thanks to the Australian Curriculum Studies Association's biannual conference. It was three days of deeply thoughtful conversation and learning with just the right mix of academic research and ideas for grounded practice straight out of innovative classrooms and schools. With keynotes by Alan Reid, Dan Haesler, Bob Lingard, Robert Randall and Jan Owen combined with Masterclasses from some of Australia's leading educators there was much on offer. The biggest challenge was deciding which workshop you would attend when every session offered such outstanding opportunities.

In our busy and highly connected lives it can be difficult to find time to slow down, to deliberately and mindfully engage in reflective contemplation. Taking the time to do so can be significant for success, creativity, mental well-being and learning and yet we seem to struggle to commit time to this valuable practice. Schools, in particular seem to offer little time for students to slow down and think, and with the busy lives students lead such time is often entirely absent.

Recently I left the cold and dark of a Sydney winter and journeyed north to the warmer climate of Fiji. A jewel dropped in the warm waters of the Pacific, Fiji is a popular holiday destination for those looking for a tropical escape. This trip was very different from the norm. There would be no resorts, no five-star dining and my company was to be a group of 24 Year Nine students. It was to be a journey full of learning and insights into the challenges facing education.