1. encouraging student engagement through self- reflection
Beautiful attention:
encouraging student engagement through self- reflection

2. Why reflect?
‘….a system which promotes reflective learning through reflective dialogue has the potential to develop the autonomy and interdependence of students, preparing them for the rapidly changing world they will face in the 21st century’
Brockbank, A. and McGill, I. (2007) Facilitating Reflective Learning in Higher Education. 2nd edition. OUP

3. How to listen ‘Listening of this calibre ignites the human mind.’
‘The quality of your attention determines the quality of other people’s thinking.’
Kline, N. (1998) Time to Think. London, Ward Lock
Give your whole attention
Don’t interrupt
Don’t be planning what to say next
Facial expression – look interested
Maintain eye contact
Confirm you are listening (‘Aha’)
Allow for silence – judge if they are still thinking

4. Activity 1
In pairs, one of you speak for 2 minutes about something you have been thinking about lately while the other person listens without speaking.
Swap roles.

5. How was it for you?
As the thinker
As the listener

6. Creating a thinking environment
Attention: listening with respect, interest and fascination
Equality: treating each other as thinking peers
Ease: freedom from rush or urgency
Appreciation: a 5:1 ratio of appreciation/challenge
Encouragement: not competition
Feelings: allowing sufficient emotional release to restore thinking
Information: providing a full and accurate picture of reality
Diversity: adding quality because of our differences
Place: creating a physical environment that tells people they matter
Incisive questions: removing assumptions that limit ideas
Kline, N. (1998) Time to Think. London, Ward Lock

7. Limiting assumptions What are you assuming that is stopping you?
If that were not the case, what would you do?
What else would you do?
Kline, N. (1998) Time to Think. London, Ward Lock
For example:
Limiting assumption: ‘I don’t have the confidence to do that’
Freeing assumption: You do have the confidence
Incisive question: ‘If you knew you had the confidence, what would you do?’

8. Incisive questions
‘Incisive questions remove limiting assumptions, freeing the mind to think afresh.’
Kline, N. (1998) Time to Think. London, Ward Lock
‘[W]e call them MDQs (Massively Difficult Questions) because they oblige the learner to pause and reflect, and examine issues, at a level well below the normal surface response.’
Megginson, D. and Clutterbuck, C. (2005) Techniques for Coaching and Mentoring. Oxford, Elsevier Butterworth-Heineman

9. The thinking session What do you want to think about?
Anything else?
What do you want the session to achieve?
What are you assuming (that is stopping your achieving that goal)?
Why is that stopping you?
If you knew (a new, freeing assumption) what would you do?

10. Activity 2
In pairs, conduct a thinking session along the lines of the previous slide.
Swap roles.

11. Student reflections on the reflection process
“My reflective log helped me to identify areas of strengths and weaknesses. Whereas I found it a bit difficult to express how I am doing throughout of the course. In the future I would recommend to do a reflective log, it is good to analyse what you have done.”
“… something I feel has enriched the learning experience and has also benefitted not just learning Spanish, but learning for me in general.”
Hayes, A. (2015) Students’ reflective logs. In: Thomas, L ed. Compendium of effective practice in directed independent learning. York, HEA, pp
“This page will be used to reflect on different things, such as what I have learnt from each uni[t] highlighting area that I need to improve, as well as area[s] I did well on”
“.I personally think that being reflective with your work is something I benefit from and aspire to do more of in the future. Reflecting on my work and work ethic will allow me to find areas in which I can make stronger, which will make the quality of my work hopfully improve.”
“So, I will be more aware of my environment and concentrate in every detail that may help my dreams to come true.”

12. Practical applications
How might you incorporate reflection and listening into your course or curriculum?