Introduction to Reflective Practice Margaret Keane LIU, DCU

Reflective Practice - definition Intellectual and affective activities in which individuals engage to explore their experience in order to lead to new understanding and appreciation.  (Boud et al. 1985)

Reflective practice – Why do it? Knowing how you teach makes you a more effective teacher A journal provides a record of your progress Allows you to actively participate in your own development Clarifies your thinking

Levels of Depth within Reflection Surface Level 1 Descriptive Writing Level 2 Descriptive account with some reflection Level 3 Reflective writing 1 - Level 4 Reflective writing 2 - Ref: Moon,J. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London: RoutlegeFalmer where there is a willingness to be critical of the action of self or others with some self questioning 1 Descriptive…tells a story 2. Description with some basic reflection- some questioning – standing back – reflection does not go deep enough to enable the learing to begin.. 3 Reflective writing.. Not description- focus is on an attempt to reflect on the event and learn from it- more analysis of the situation..However no realisation that reflection is affected by your own frame of reference at the time or now- no sense of of going beyond and checking out the possibility that your frame of reference might be affected by your prior experiences 4. Level 4- Reflective writing 2… Shows evidence of ‘standing back’.. Internal dialogue with one self.. Evidence of looking at the views of others and considering an alternative viewpoint..significance of the passage of time..personal frame of reference has influenced actions..reconstructing the event in retrospect..things to be learned from the situation..reflect on ones own process of reflection acting metacognitively recognising that one’s own process influenced the outcome…. Deep where a metacognitative stance is taken, the view of others is taken into account and the role of emotion in the art of reflection is understood.

Simple example: layers of reflection I took the dog for a walk this morning Level 1: Descriptive I took the dog for a walk this morning, which I don’t usually do. Level 2: Descriptive, some reflection I took the dog for a walk this morning, which I don’t usually do. It really woke me up! Level 3: Descriptive, reflection and awareness/learning. I took the dog for a walk this morning, which I don’t usually do. It really woke me up! I think I will do that every morning before work. Level 4: Descriptive, reflection, learning and future action.

Layers of reflection - exercise Try the simple exercise available on [insert link] to get a feel for moving Through the layers of reflection. Then try it out by reflecting on your own teaching practice.

Reflective Practice Descriptive sentences Layered with your reflection using emotions your awareness of yourself in the action. Layered again with what you learned from reflection and awareness Layered again with how what you learned through your reflection has changed you Future learning, thinking, behaviour, ideas

What to consider in reflective writing your motivation your strengths and weaknesses your attitudes and ideas, and changes in these the skills you need for different components of your practice what (if anything) is blocking your progress the gaps in your knowledge and skills, and how you might best work towards filling these

What to write about: Events Knowledge Skills Attitudes Behaviour Outcomes and learning What to do differently next time Reflection itself

Questions to consider… What were you trying to do? Intended outcomes How did you do it? What worked or did not work? What did you learn from the experience positive or negative – academic and personal What are your strengths? What are your weaknesses? – areas to develop What are your competencies or skills in this area? How do you change in order to improve?

Reflective practice: room for ‘failure’ To be an effective reflective practitioner, you must recognise that learning from what does not work is on the same path as learning what does work. There must be room for ‘failure’ in the reflective process.