1. Work Based Reflective Practice 1
Tutor; Chris Thomas
2:6

3. Learning intentions;
Characteristics needed for reflection
The art of reflection according to the experts
Analysis of key theorists and their theories
Using case studies to test knowledge
Exploring the nature and value of continuing professional development
Being SMART
LO1 action plan

4. What type of reflective practitioner are you?
Addresses moral, ethical or sociopolitical issues; disciplined enquiry; individual autonomy; self understanding
Technical level
Dialectical level
Contextual level
Looks at alternative practices; content related context student need; analysis, clarification, validation of principles
Recap task – define reflective practice/ list 3 benefits for you/child/young person and setting
Which label matches description?
Technical at bottom
Contextual in middle
Dialectical at top!
Technical = initial level of reflective thinking, limited prior experiences and you are constantly learning about your day to day practice – STARTING OUT, FIRST YEAR OR SO IN THE JOB
Contextual = linking theory to practice, questioning practice based on growing pedagogical knowledge, skills and understanding, justifying own provision in light of acquired understanding - DOING THE JOB FOR A WHILE
Dialectical = critical reflection, viewing an event with open-mindedness, analysing knowledge systems and theories in context and in relation to one another, intellectual responsibility, cross examining issues – DONE THE JOB, MANAGING THE JOB
Does this relate to you?
Task – can you sort the attribute cards into the correct category –tech/context/dia circus learning check and see if all groups agree?
Task –as you are doing this identify 1 that you will work on!!
Reference past experiences; focus on behaviour/content skill; simple theoretical description

5. What attributes do we need to be reflective?
All previous labels are what we need +;
100% honesty ‘..takes openness and the capacity to step back and look at your practice with absolute honesty – warts and all!’ Reardon 2009, p.43
Emotional intelligence = the ability to identify and respond sensitively to one’s own and other’s feelings Coleman 1996
Critical thinking = ability to influence others through logical and analytical reasoning
In groups list any extra attributes needed to be reflective and compare lists discuss/debate

6. ability to empower people by offering support/mentoring
ability to set, articulate and motivate people to commit to clear goals.
ability to solve problems by integrating and applying knowledge and understanding
ability to empower people by offering support/mentoring
ability to lead change proactively and constructively
ability to listen empathetically and to network with others
Capacity to behave assertively/confidently/prof
Directional clarity =
Creative intelligence =
People enablement =
Change orchestration =
Reciprocal communication =
Perseverance =
Task guess the terminology
Listen to voice message of Aussie school
Task – effective communication game, sit back to back and describe image to draw come up with list of points for effective communication
Reardon 2009

7. Pollard (2002) identified 7 characteristics of reflective practice involves:
Active focus on goals and how these are addressed
Commitment to a continuous cycle of monitoring practice, evaluating and revising it
Focus on informed judgements about, practice based on evidence
Open-minded response and inclusive attitudes with an ‘active desire’ to listen to more ideas than one
Capacity to reframe your own practice in light of evidence-based reflection
Dialogue with other colleagues
Capacity to mediate and adapt externally developed frameworks, making reflective and appropriate judgements about when to defend existing practices, both individually and collaboratively.
Need vital mix of evidence and reflection Paige-Smith and
Craft 2008
Look at the statements – guess the title! Prize for winner/closest

8. Harbarmas Schon Dewey kolb Moon 1999, p.98
‘The growth of thought… on reflection is bush-like. It started from a single shoot – reflection as a simple mental activity. 2 or 3 grew from the 1 shoot; Dewey and Harbarmas and then Schon and Kolb and more branches have grown in many directions from those.’
Moon 1999, p.98
Schon
Harbarmas
Dewey
kolb

9. You are going to be theorists…
Create your own model of reflective practice; what elements should it include and why?
In subject groups; TA/EY/G come up with a model of reflection – what does it involve and why/what does it look like.
Feedback to rest of groups and save to compare/contrast to other theoretical models!!

10. Task; how can the boy get everything over the rickety bridge when it will only take the weight
of 2 items at a time?
Use the ‘Reflective Thinking Model’ (Taggart 2005) to describe how you tacked the problem and feedback to the rest of the group.
Solution – boy and rabbit
Boy back
Boy and veg
Takes rabbit back
Leave rabbit and takes dog
Goes back alone

12. Taggart 2005,p.7

13. Dewey suggests that true reflection produces a
Model 2 Dewey!
Dewey suggests that true reflection produces a
theory of cause and effect.
What is the catalyst that makes you reflect -
Dewey says it is a problem…
Reflection according to Dewey begins with a problem a troubled, confused experience.

14. Testing the hypothesis
After the problem there are 5 phases of individual reflection according to Dewey;
Testing the hypothesis
Development of a hypothesis
Suggestion
Elaboration of hypothesis
In groups each one take a phase and physically position yourself in the order you think they will come… and what they mean!
Intellectualisation

15. Intellectualisation -
Suggestion -
Intellectualisation -
Development of a - hypothesis.
Elaboration of - hypothesis
Testing the - hypothesis
What the problem is and suggestions as to how we might approach a solution (sometimes mind leaps to a feasible solution; full reflection does not happen)
What we know already and how it might help us think about the problem in hand
What further evidence we need and how we can collect it 
What we think might happen in a new situation on the basis of our hypothesis
What we need to do to test out the hypothesis in specific situations.
Winners win prize!
Task – Think of a problem does this phase process work ? Map out the process and discuss.

16. – a willingness to listen to more than one side
Dewey (1933) identified 3 main characteristics of reflection:
– a willingness to listen to more than one side
- careful consideration of the consequences of our actions
– a commitment to seek every opportunity to learn
1. Open-mindedness
2. Responsibility
What levels of these do you possess low/med/high – which one do you need to dev more of – link to lo1
3. Wholeheartedness

17. 7.Ability to take risks/act/experiment
4.Self-awareness
5.Intercultural
communication skills
6.Patience
7.Ability to take risks/act/experiment
8.Active seeking of feedback and alternative perspectives
Guess the attribute from the cartoon

18. 3. Gibb’s reflective cycle;
Analysis – break down the event into
parts and explore
Action Plan –
if it rose again what would you do?
Feelings –
What were you
thinking and feeling
Evaluation – what was good/bad about the experience
What goes where?
1 = description-what happened
2= feelings what were you thinking/feeling
3= evaluation
4= description –what sense can you make of the situation
5= conclusion
6= action plan
Description -
What sense can you make of the situation?
Conclusion

19. Stage 1: Description of the event
Describe in detail the event you are reflecting on.
Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result.
Stage 2: Feelings
At this stage try to recall and explore the things that were going on inside your head i.e. why does this event stick in your mind. Include e.g. how you were feeling when the event started; what you were thinking about at the time; how did it make you feel; how did other people make you feel; how did you feel about the outcome of the event; what do you think about it now.
Stage 3: Evaluation
Try to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or didn’t go so well
Stage 4: Analysis
Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include e.g. what went well; what did you do well; what did others do well; what went wrong or did not turn out how it should have done; in what way did you or others contribute to this

20. Apply this to a case study!
Stage 5: Conclusion
This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently.
Stage 6: Action Plan
During this stage you should think yourself forward into encountering the event again and to plan what you would do – would you act differently or would you be likely to do the same?
Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle
Work through with a situation – link to LO1/LO2
Apply this to a case study!

21. 4. Kolb’s reflective model.
can be entered at any point but all stages must be followed in sequence for successful learning to take place
Which point do you enter at?

22. Start at (2) reflecting critically on your carrot growing to date
Putting Kolb into action; growing prize carrots; if you wanted to grow prize winning carrots what would you need to do using Kolb’s cycle terminology?
Start at (2) reflecting critically on your carrot growing to date
Leads on to (3) abstract conceptualisation where you consider your experience in the light of theory e.g. soil type, spacing of carrot planting, variety of carrot
This leads on to a plan of how to grow better carrots next year; (4) planning active experimentation
You then have the concrete experience (1) of carrying out the plan. You then reflect on (2) and start again (Petty, 2004)
Group task what process would you need to go through to grow prize winning carrots – closest team wins prize!

23. Can you identify the important features of Kolb’s theory?
process of learning perpetuates itself
learner changes from ‘actor to observer’ (Moon 1999)
move from specific involvement to general analytical detachment
Add a symbol to match the terms

24. You are reflective when You are intrigued or curious about some aspect
5. Schon talked about problems going through ‘problem setting; a process of framing and reframing…
You are reflective when
You are intrigued or curious about some aspect 3.
Re frame issue in light of past knowledge/experience
Frame the issue in the context
Task- put this into action
Think of a problem in practice that intrigued you
Frame the problem in terms of the setting you were in and how the setting may have influenced the onset of the problem
Reframe the problem in light of previous experiences you may have had with similar probs
Dev an plan of action that may help if the prob should occur again.
4. Develops an action plan for the future.
Farrell (2004)

25. Why do we need to ‘reframe’?
According to Schon
(cited in Moon 2002, p.99)
: ‘ reflective learning is…a purposeful
framing and reframing of material
in internal experience with the intention
of learning’.
Why do we need to reframe what does this do? It gives us knowledge of past experience, theory on which to make a new decision re the experience should it happen again i.e. learning from the experience!.

26. Schon also came up with the notion of;
Reflection in action Reflection on action
thinking on your feet
thinking retrospectively
(thinking after the event)
Reflection in action = thinking on your feet
Refllection on action = thinking after the event!
Task – make a visual image to remind you of the difference
Which is which?
Paige-Smith and Craft (2008)

27. that like ripples on a pond, things keep happening.
Phil Race:
He says keep it simple but remember
that like ripples on a pond, things keep happening.
E.g. whilst we are doing something we are digesting
the information and planning what to do next and still
needing to do it.
In small groups come up with a clear explanation then swap pairs and explain ideas are they the same?

28. 6. Van Manen’s Types of Reflection;
Type 1: reflection – allows planning, deciding what to do and anticipate the future consequences of the actions.
Type 2: reflection - making immediate decisions as events unfold.
Type 3 : reflection - making sense of past experiences and gives new, deeper insight into the meaning of those experiences.
Anticipatory
Active or interactive
Guess the title and think of a situation/experience that these could relate to link to LO1/Lo2
Think of a movement to corespond with each of these phrases – when I say the type you do the movement.
Recollective

29. ‘ If you don’t know where you are, your true situation, then you are lost from the outset. You cannot plot a course forward if you don’t where you are starting from.’ (Leighton 2007 p.67)

30. Where does that leave me?
If I have a problem area that needs development what do I do?
ask for advice; ‘Asking for advice is not an admission of failure, but evidence of your desire to succeed. The aim of evaluation is to make you into a ‘reflective practitioner’ that is ; someone who reflects…with the constant aim of improving’. (Petty 2004, p.494)
continuing professional development including; taking opportunity for education and training, this should be continuous and owned and managed by you! (Beaty 1997)
relate back to Pollard’s 7 characteristics of reflective practice (slide 6)
try out a new technique or approach, or look for something they have not paid special attention to before.
Relate it to their own practice – what do they do?

31. S M A R T C Specific Measureable Achievable Realistic Time constrained
Let’s put this into action and get SMARTC! S M A R T C
Specific
Measureable
Achievable
Realistic
Time constrained
Challenging
What does SMARTC stand for – make a slogan/jingle

32. Questions to consider;
What it is you need to do/ training needs?
How will you make it happen?
How will you organise it?
Who will need to be involved?
Where will the training take place?
What research, policies, documents, frameworks or reports do you need to review?
When will it need to be done by/timeframe?

33. Action plan; refer from last week’s task, what have you identified?
Professional Need
(PN)
Long-term target date
Short-term targets
Completion date
Evidence of monitoring and evaluation
PN1
Foundation Degree
2015
Complete first year modules
ILP
Module assignment feedback forms
Refine the action plan so it is complete!

34. Learning intentions;
Characteristics needed for reflection
The art of reflection according to the experts
Analysis of key theorists and their theories
Using case studies to test knowledge
Exploring the nature and value of continuing professional development
Being SMARTC
LO1 action plan