Presentation on theme: "Becoming a Reflective Practitioner"— Presentation transcript:
1 Becoming a Reflective Practitioner This workshop will...Introduce the key ideas within reflective practiceExplore methods for engaging in meaningful reflectionExamine some of the key models used for reflection and discuss strengths and weaknesses of them.Louise LiveseyAcademic Skills Adviser
2 Components and stages of the reflection process The Plan…What reflection isComponents and stages of the reflection processReflective skillsModels of reflectionShare the plan with attendees and give out note-taker HO
3 “Those who cannot remember the past are condemned to repeat it.” 1.What reflection is“Those who cannot remember the past are condemned to repeat it.”George Santayana
4 What reflection is and its importance What is it?Why is it important?- The ability to use past experience to inform future action.- The active allocation of time to this review of past experience.- During this time, the analysis of that past experience to identify its features, components, causes and effects.- The identification of where help, improvement, knowledge or support can be gleaned from.- The commitment to an idea that nothing is perfect – everything can be built upon.You don’t rely on others to learn, grow and improve.You take forward positives and develop strategies to deal with negatives.It adds to your critical thinking toolkit.It improves the experience of those you serve, help or work with through your self-development.Graduate-level professions rarely want unthinking people who cannot learn from mistakes or enhance the field they work in.
5 1.What reflection is Reflection is NOT… Conveyance of information, instruction or argumentStraightforward descriptionA straightforward decisionSimple problem-solving
6 Three components of reflective practice 2.Components and stagesof the reflection processThree components of reflective practice(Jasper, 2013:3)ActionAn experienceReflective processesThat results from new perspectives takenThat enable a person to learn from experiencesThings that happento a person
8 Skills required for reflection 3.Reflective skillsSkills required for reflectionDescription: who, what, when and summarisingSynthesis: Small detail to big pictures, and making connection to develop new thinkingChange: making choicesCritical analysis: dissect, evaluate, decisionEvaluation: judgementsSelf-awareness: how affect and affected by a situation
9 The Three ‘whats’: example Kolb’s cycle of reflection: 4.Key reflective modelsThree modelsThe Three ‘whats’: exampleKolb’s cycle of reflection:Gibb’s cycle of reflection: Activity 3Strengths and weaknesses?
10 References Atkins S, Murphy K. (1993) Reflection: a review of the literature. Journal of Advanced Nursing. 18:Blomfield R. Hardy. In Trender L & Reynold S, Eds (2000) Evidence Based Practice- A Critical Appraisal. Oxford: Blackwell Science.Eraut M. (1994) Developing Professional Knowledge and Competence. Abingdon: FalmerInternational Association of Firefighters. (2004) What is the Tuckman model of team development? Washington: International Association of Firefighters. [online] Available at:https://www.iaff.org/ET/JobAid/LHRC/What_is_the_Tuckman_Model_of_team_development_.htm [Accessed ]
11 ReferencesBrigden, D. and Purcell, N (2014) Focus: Becoming a reflective practitioner. York: Higher Education Academy. [Online] Available at:[Accessed ]Jasper, M. (2013) Beginning reflective practice. 2nd ed. Andover: Cengage Learning.Moon, J.A. (2004) Reflection in learning and professional development. 2nd ed. London : Routledge.Moon, J.A. (2009) A handbook of reflective and experiential learning : theory and practice. Abingdon: RoutledgeFalmer.Perkins E.R. (2006) ‘Training and Education’. Evidence Health Promotion. UK: WileySpiro, J., Williams, K., and Woolliams, M. (2012) Reflective Writing. Basingstoke: Palgrave Macmillan.Taylor, J.L., and Svensson, J. (1999) Radiography Student Guide Cambridge: Anglia Polytechnic University.
12 Academic Skills Advice Service Where are we? Chesham Building B0.23What do we do? Support undergraduate students with their study skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice.Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshopsWhen can you come for help? Everyday both face to face and on-lineHow do I get in touch? or website