Approaches to Studying Critical Incidents - Reflection Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Approaches to Studying Critical Incidents - Reflection Year 1 Study Skills Semester 2

Assignment Feedback What do you do with it? Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester What do you do with it?

What do you really do with feedback? Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester What do you really do with feedback? Or…

Assignment feedback will Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Assignment feedback will Say how you did in comparison with marking criteria Identify strengths Indicate areas for development Provide targets You need to reflect upon targets and consider how to address them – using your journal will support this.

Critical and Analytical Writing Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Critical and Analytical Writing Looking closely at the detail Considering what you read – making comparisons, considering different points of view. So when you use the literature to support your writing you need to:

Critical and Analytical Writing Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Critical and Analytical Writing Evaluate how far materials are appropriate, and up-to-date. Evaluate how far the evidence or examples used in materials really proves the point that the author claims. To weigh up opinions, arguments or solutions against appropriate criteria. To think a line of reasoning through to its logical conclusion. Check for hidden bias or hidden assumptions. Check whether the evidence and argument really support the conclusions. For more on this: http://www.palgrave.com/skills4study/studyskills/thinking/critical.asp

Making the Link : Critical Incidents and Reflective Journal Writing Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Making the Link : Critical Incidents and Reflective Journal Writing Use of informed observations to support learning and develop criticality in constructing a sound argument. Scaffolding reflective practice.

Reflection should lead to: Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Reflection should lead to: New understanding of action situations. New understanding of self as a teacher in terms of the cultural and political background or setting of teaching. New understanding of taken for granted assumptions about teaching derived from a critical-theoretical stance. Commitment and skill to take informed action. (Francis, D. (1997) ‘Critical Incident Analysis: a strategy for developing reflective practice’, Teachers and Teaching, 3 (2) p171.

An Incident Listen to the following account of an incident. Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester An Incident Listen to the following account of an incident. After it has been read through write down your interpretation / response to the incident – do not talk to anyone. (taken from Francis, D., 1997: 173)

Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester The incident The teacher, a woman in her early thirties, is reviewing a science experiment with Y3. She stands at the front while children are seated in groups around small tables on which there are a variety of different sized water containers. The children have negotiated to place the containers “in order of the amount of water they can hold.”

Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Cont’d…. Teacher: (holding up a new container) John, where would I place this one? John: (looking at the container but hesitating to answer) Teacher: Who can help John? (Several children shoot their hands into the air. Peter and Petra hiss ‘me….me…’) Teacher: Petra where would you put it? (Petra looks pleased as she places the container)

Write your response to the incident. Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Write your response to the incident. Share your response with the person next to you. What are your ideas about this?

Self – directed Task Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester (a) Describe and explain an incident that occurred during SE; (The incident may have involved you directly or it may be one you observed between others) (b) Find a general meaning and classification for the incident; - why do you think this incident happened? c) Take a position regarding the general meaning; - how do you feel about the incident? How did it affect your learning or confidence? (d) Describe actions to be taken – what do you think should be done as a result of this incident?

Critical Incident Task – (2) Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Critical Incident Task – (2) Present your incident (without your interpretation) to a “critical friend”. Partner writes down his/her interpretation of the incident. Compare interpretations and discuss. What conclusions can you draw? How does this inform your view? Does your view change? How does this change / challenge your view of the reflective journal?

The 4 Rs - RRR and Reflection Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester The 4 Rs - RRR and Reflection What is our role as both learners and teachers when reflecting and analysing observations and incidents? How do these link to the RRR agenda? How do these link to the Professional Standards for QTS?

Writing to reflect Journals involve a cyclical pattern of reflection. Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester Writing to reflect Journals involve a cyclical pattern of reflection. Writing and reflecting Later reflection on journal entries and development Write your entries as close to the time of experience as possible Reflect back soon after the writing up Reflect quietly and recapture the flow of events Writing helps clarify perceptions through thoughts and feelings.

The writing process The act of writing may lead to further reflection Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester The writing process The act of writing may lead to further reflection on, reconstruction of and an increased understanding of experience Reflection can provide a perspective from outside the situational context Reflection allows examination of the context and the factors that have influenced it Reflection allows the writer to confirm, explain or change ideas gained from the first events Reflection can be a liberating yet uncomfortable process! TASK: On your own, reflect on these ideas, and your use of a journal since the start of the course (or not). Consider influences, changes, reasons for change & feelings. Commit your thoughts to writing. Don’t forget to reflect on your assignment feedback

Year 1 Critical Incidents: Reflective Journals Semester 2 2012 Karen Phethean University of Winchester References Francis, D. (1997) ‘Critical Incident Analysis: a strategy for developing reflective practice’, Teachers and Teaching, 3 (2) pp 169-188 Gibbs, G. (1992) Improving the Quality of Student Learning, Bristol: Technical and Educational Services Ltd For practical help: http://www.palgrave.com/skills4study/index.asp