Reflection & Learning

Why Reflect “… people might want - or need – reflection because they seek interest, inspiration, cultural breadth, critical analysis and reasoning, social insight and awareness, challenge and critique, or to create new knowledge” “… people might want - or need – reflection because they seek interest, inspiration, cultural breadth, critical analysis and reasoning, social insight and awareness, challenge and critique, or to create new knowledge” Ecclestone 1995 After an activity or experience, they just might want to do better next time or not make the same mistakes twice. After an activity or experience, they just might want to do better next time or not make the same mistakes twice. i.e. Learn from experience

Practice Reflection Think of your experiences on your course so far.Think of your experiences on your course so far. Think of one important event that shows up for you.Think of one important event that shows up for you. Write down the main issues or pointsWrite down the main issues or points Share it with the person next to you for one minute then swap.Share it with the person next to you for one minute then swap.

Lets Analyse Examine what was going onExamine what was going on Were you:Were you: –Reporting? –Describing? –Complaining? –Creating How would the statements have to change to become reflective?How would the statements have to change to become reflective?

What was done and why We used ……………. In order to ……..We used ……………. In order to …….. The group decided to ……. Because….The group decided to ……. Because…. We were asked to …… So that……We were asked to …… So that…… The main aim was to …… this involvedThe main aim was to …… this involved

What was learned I gained a deeper understanding of…I gained a deeper understanding of… This resulted in ………………..This resulted in ……………….. I found that ………… I found that ………… It was beneficial to ………It was beneficial to ……… I gained practice in ……………..I gained practice in ……………..

Evaluation I am now beginning to realise that ….I am now beginning to realise that …. This will influence my future action in..This will influence my future action in.. I now understand ……….I now understand ………. It will be essential to …………It will be essential to …………

A critical incident approach to writing reflections What happened? Describe the eventWhat happened? Describe the event How did you think and feel at the time?How did you think and feel at the time? Evaluate the event – what was good/bad?Evaluate the event – what was good/bad? Analysis – what sense can you make of the incident?Analysis – what sense can you make of the incident? Conclusion – what could you have done?Conclusion – what could you have done? Action plan – if it happened again, what would you do?Action plan – if it happened again, what would you do? –(Gibbs 1988 Reflective Cycle

Critical Lenses Learn to look at the situation from other points of view Our own viewpointOur own viewpoint Our colleague’s viewpointOur colleague’s viewpoint

Hatton & Smith (1995) Describe 4 Levels of reflective activity Descriptive WritingDescriptive Writing –Describing event or activity with no attempt at an explanation Descriptive ReflectionDescriptive Reflection –Reflecting on an activity with an attempt to provide possible explanation Dialogic ReflectionDialogic Reflection –Reflecting on the issue over time, inner dialogue investigating various solutions and assumptions Critical ReflectionCritical Reflection –Considering the wider aspects including historical and cultural aspects

Reflective Writing Key Purpose:Key Purpose: –Evaluation of Learning What does it involve?What does it involve? –It’s not simply descriptive writing, it needs to be a balance of description with analysis and evaluation

Keep a Learning Journal Purpose: (a selection)Purpose: (a selection) –To record learning –To develop learning that enhances other learning –To deepen the quality of learning –To understand your own learning processes