Developing Reflective Practice

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1 Developing Reflective Practice Academic Skills are essential for success at university. Soo Plant September 2014 ACADEMIC SKILLS KNOW-HOW The team have the expertise to make a positive difference throughout your academic journey.

2 AIM To develop your understanding of reflection and the requirements of reflective writing

3 LEARNING OUTCOMES By the end of this session you should: know the meaning and importance of reflection and reflective practice understand why reflective writing is an important part of the Staffordshire Graduate eportfolio

4 EFFECTIVE LEARNING LISTENING EXAMPLE READING & WRITING DOING SEEING EXPERIENCING REFLECTING

5 WHAT IS REFLECTION? Reflection has been defined as: serious thought or consideration (Oxford Dictionary, 2009) learning from experience (Spalding, 1998) thoughtful deliberation (Tickle, 1994)

6 BEHAVIOUR Most people reflect on their actions without really thinking about it. You are reflecting when you ask yourself questions such as: Why did that go wrong? Why did I do that? or How can I improve this? Reflection is the way we improve our performance. At university you will be asked to reflect on your development as a learner using the Staffordshire Graduate eportfolio to show the development of your employability skills. This should be done in a structured way throughout your degree

7 IN EDUCATION AND WORK Reflection is an important human activity in which people recapture their experience, think about it, mull over & evaluate it. It is this working with experience that is important in learning. (Boud, Keogh and Walker, 1985 p43)

8 TYPES OF REFLECTION Schön (1983) identifies two types of reflection: Reflection on-action Reflection in-action Reflection explores what happened in an incident and enables you to analyse the feelings of the people involved. Reflection on a particular experience can result in a changed outlook and action and sometimes a reassessment of learning.

9 WHAT DOES IT INVOLVE? How does Reflection differ from other ways of learning?

10 (Williams, Wooliams & Spiro,2012) Open Patient Curious Contextualised Personal /Honest Continuous Challenging Connected (Eyler and Giles, 1999)

11 Reflection requires that you give yourself time and permission to think about a particular situation critically. To reflect you will need to investigate current thinking, current best practice and compare your performance against this. Reflection can be uncomfortable as you will be looking at a situation you have been involved in from a critical perspective. You can reflect on your actions or on someone else s.

12 Why did I do it that way?? Were there any gaps in my knowledge / preparedness What influenced me? How will this affect future actions / personal development and choices WHO How did my ideas develop? What went well (positive) + areas for development Did I consider other s point of view

13 HOW DO I DO IT?

14 APPROACHES (Moon, 1999) Process Purpose Outcome

15 THE REFLECTIVE PROCESS Context A brief description what happened including your thoughts and feelings Link to your subject discipline e.g. to theories, laws, placement policies, professional competencies etc. Must use correct format for citations. Your learning Justify what worked well, what didn t showing what you have learnt and how you will apply this learning in the future.

16 METHODS There are many ways that you can reflect, for example: Writing a blog Reflective journal or diary (written or recorded) Critical incident log Reflective conversation (via Skype or on your phone) Problem based learning eportfolio development of significant incidents Reflective essay or critical evaluation Use whatever suits your immediate requirement to note your first thoughts and feelings. Your tutor will ask you to use the Staffordshire Graduate eportfolio to build up your bank evidence.

17 MODELS

18 DRISCOLL (2000) What Describe what happened. What is the incident you are reflecting upon? Tell the facts of the situation So What Why is this an important issue worthy of reflection? In this section you research best practice/codes of conduct etc and compare what happened against what should have happened. What Now In the future how may practice be different. What would you do/feel in a similar situation again? What could be different in the future?

19 See Factsheet for more Gibbs G (1988) Learning by Doing

20 REFLECTIVE WRITING SHOULD lead to more than just a gain in your knowledge be critical

21 IT SHOULD ALSO 1. Make your thinking apparent to your tutor 2. Demonstrate your journey through what you have done why you have done it how this is backed up any apprpriate research around the subject the changes you would make if you were to repeat it how this will impact upon the future and what you do next consequences of actions and experiences 3. Show your personal professional development

22 from description to reflection Description Surface Reflection Critical Reflection Describes event(s) Past experiences referred to Some reference to thoughts and feelings but no exploration of how reactions relate to behaviour No questioning or link to research Single (usually) author point of view Points discussed one at a time with no signposting or linking Evidence of consideration and deliberations An attempt to analyse of break down event(s) and be critical of actions Exploration of motives for behaviours Written at a single point in time with no evidence and ongoing reflection (ideas can change over time) Uses a range of research but does not integrate this within the writing Recognitions that reflections can change over time Self questioning (and why views from different perspectives) Includes views and motives of others and their impact Recognition that prior experience can affect behaviour Plans for future In depth integration of research and how this has informed both decisions and writing

23 SUMMARY G 0 A L S Grasp purpose / outcomes Ownership make it personal and choose appropriate enablers (research) Actions (break into achievable sections) and decisions Learning evaluation self assessment. Does it achieve what you want and meet learning outcomes Strategies for moving forward /development the GOALS process is a structure you can use to improve your self-evaluation and reflective skills: an essential attribute for a Staffordshire Graduate

24 MORE INFORMATION

25 REFERENCES Bolton, G. (2005) Reflective Practice: Writing and Professional Development. London: Sage Publications Eyler, Janet and D.E. Giles (1999) Where's the Learning in Service- Learning? San Francisco, CA : Jossey- Bass Publishers Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. Jasper, M., (2003) Beginning Reflective Practice. Cheltenham: Nelson Thornes Ltd Johns, C. (2004) Becoming a Reflective Practitioner. Oxford: Blackwell Moon, J (1999) Reflection in Learning and Professional Development, Kogan Page, London Moon, J.A. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London: Routledge Falmer Schön, D. (1983)The Reflective Practitioner. USA: Basic Books Williams, K., Woolliams, M. & Spiro, J. (2012) Reflective Writing. Basingstoke: Palgrave McMillan

International Practice Development Journal 2013. Guidance for Critical Reflections on Practice Development

International Practice Development Journal 2013. Guidance for Critical Reflections on Practice Development Guidance for Critical Reflections on Practice Development Critical Reflection on Practice Development The aim of this section in the journal is to showcase crafted critical reflections on aspects of practice