1. Reflective Practice and Effective Learning
Linda Dack and Alison Purdy
Brief intro of us and H&S
Quick task
Small groups
Flip chart
Write on names and decide on 3 things would like to gain from this session.
Lets see if you are in the right place at the right time!

2. Objectives Effective learning Learning preferences
Learning opportunities
Reflective practice
Practical solutions
Reflect on your learning now and in future
Give overview of session roughly
Timing
Breaks
H&S
Flexibility

3. Part One: Learning Effectively
Some considerations
Alison Purdy
The aim of this workshop is to introduce you to effective learning

4. The new challenge for learning
“In times of change learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists”
Eric Hoffer

5. What do I already know about how I or other adults learn?
Think about:
What do I already know about how I or other adults learn?
More than you think.
Doing it for a long time now!
Do you learn differently than you did at school?

6. What were your best learning experiences? Why?
As a group think about -
What were your best learning experiences? Why?
What were your worst? Why?

7. Build a (proper) wall No fewer than 5 courses Use all the bricks
Your task:
Build a (proper) wall
No fewer than 5 courses
Use all the bricks
Small groups
Give out bricks (not yellow ones yet)
Must be strong will be giving them a wiggle.
No cowboy builders!

8. Include the yellow bricks in your wall
Your next task:
Include the yellow bricks in your wall
You can’t put them on the top or the bottom
You can’t change the external dimensions of the wall.
Show holding a completed wall.
Stress needs to be same size.
Tip (give after about a min) – need to leave some bricks out and may have holes.

9. Put in the yellow bricks Re-build the wall
What did you do?
Take the wall to bits
Put in the yellow bricks
Re-build the wall
Throw away the bricks now left over
Find some new gaps
R.Hoyle 2004
Facilitate the above on a flipchart etc then recap on board.
What has this got to do with learning???!
What has it shown us.
Is there any similarities between this and how we learn.

10. Adult Learning
All knowledge is a
yellow brick………

11. Main Points Based on what we already know Ones own responsibility
Learning must be meaningful
Intrinsically driven? (Ryan 2003)
Often uses a cycle
Has lots of styles
Draw all points made into this slide and discuss relevance of each.

12. Learners Plea Don’t stifle my natural curiosity – awaken it!
Just give me the information I need not a lot of information I don’t need!
Let me think through things myself and draw my own conclusions!
I think this is very true.
This is a lot of what we are saying
Expand on the points and draw out examples where traditional learning may fail / not be ideal.

13. Help me find contexts for the things I’ve understood!
Help me use my knowledge so it doesn't wither away and become useless!

14. To ponder
What types of learning experiences may be most useful?
Why?

15. Various ways of learning.
What works for you?
Different styles.
Various ways of learning.
Put title up then brain storm the likes and dislikes.
E.G hands up for lectures/ self study/ observing/ having a go/ brainstorming/ chatting things over?
Write them down. Then explain the differing styles.
A few differing theories.
Present 2.

16. THEORIST Analyse things logically.
Don’t like abigiguous or subjectivity.
Need to know background theory.

17. What theorists like
Logic
Structure
Questioning
Time
Conclusions
Books

18. ACTIVIST Experience things. Like activity. Usually have a lot to say.
Like to learn as they go along.
“In at the deep end”

19. What activists like Trial and error. Activity. Novelty. Challenge.
Don’t lecture me!
Get lonely.

20. REFLECTOR Ponder. Observe.
Action later when considered all perspectives.
Watch first.
Gather all data.

21. What reflectors like Consider own/others experience. Plan Observe
Don’t throw at deep end!
Group activities like to watch
Work well alone
Like projects

22. PRAGMATIST Practical Give things a go Try things out then assess
Get to the point
Realistic
“Get on with it!”

23. What pragmatists like Problem-solving Work based learning See rewards
Dislike theory
Practical – like to practice, receive feedback

24. What does this mean?
Is it useful to know?
Why?
How is it useful?

25. What can you remember? 20% of what we read 30% of what we hear
40% of what we see
50% of what we say
60% of what we do BUT
90% of what we read, hear, see, say and do.
Flanagan (1997)

26. How do you prefer yours?
Visual Learner
Auditory
Kinaesthetic

27. What have we discovered?
What types of learning experiences may be most useful?
Why?
Brainstorm on flip chart
Then go on to review previous questions

29. Part Two: Reflection Linda Dack
Definitions of Reflection
Skills Needed
Reflective Practice
In part one we will explore some definitions of reflection and look at the skills needed.

30. What is Reflection? The action of throwing back light Mirror Image
Deep or serious consideration, recollection or remembrance
The way in which the mind has knowledge of itself
We start with what is reflection.

31. Definitions of Reflection
“Reflection is a process of internally examining an issue of concern triggered by an experience, which creates and clarifies meaning in terms of self and which results in a changed conceptual prospective” (Boyd & Fales 1983,p19)
“Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice” (Reid,1993,p306)
What can we see from these definitions?
We can see that there are a number of core skills needed to be able to reflect .
What are these skills?

32. Reflection Skills Needed
Experience
Lets now explore each of these core skills.

33. Experience An experience is something that has happened to you;
The accumulation of knowledge and skills over time;
The processes that you go through when you do something.
We can go through our lives having experiences but not learning from them.
So in terms of reflect practice we consciously consider our experiences in order to draw out our learning.
Exercise one
Make a list of the things that you have done over the past week. Identify ten things you consider to be routine, like driving to work or doing the weekly shopping. Select one of the experiences from your first list and think about how you did it. Ask yourself the following questions;
What did I do?
Why did I do it that way?
What other ways could I have done it?
How did I know to do it the way I did?
What have I learnt from doing it previously that means I did it the way I did?

34. Self Awareness Knowing ourselves
To be conscious of our character, including beliefs, values, qualities, strengths and limitations.
Linked to reflection it allows us to see ourselves in a situation and honestly observe how we have impacted on it and how the situation has impacted upon us.
Carry out a swot analysis on yourself
What are your strengths, what are your weakness what are your opportunities and threats

35. Description State characteristics without expressing a judgement;
Recollect the important events and features of your practice;
Reconstruct the situation to review it.
A useful aid memoir is what has become known as the six wise men:
Who
What
Where
When
Why
How

36. Critical Analysis
To analyse something is to separate it into its parts and ask questions about them
To be critical includes judgements about the strengths and weaknesses of the parts and the whole

37. Evaluation
The ability to make a judgement about the value of something;
Evaluation of self or self assessment is a personal process when you examine yourself over time;
Ultimately we must judge for ourselves.

38. Synthesis
The process of building up separate elements into a connected or coherent whole;
When linked with reflection synthesis is the ability to integrate new knowledge, feelings attitudes with previous knowledge feelings and attitudes

39. What is reflective practice?
A way of learning from our experiences in order to understand and develop practice;
Three main elements:
Things that happen to a person (experiences)
The reflective processes that enable you to learn from these experiences
The action that results when new perspectives are taken

40. Kolb's learning cycle
Kolb's work provided the foundations for learning from experiences. He drew attention to the fact that when we want to learn from something that has already happened to us, we need to recall our observations of the events and then reflect on our observations in some way. We firstly describe the experience, analyse it, form some ideas about it (synthesis) and then to frame some action as a result. This action is seen as our learning. It is perhaps better to see this cycle as a spiral of experience, reflection and action.

42. Models of reflection
All models of reflection incorporate the core skills
They provide a framework for thinking about practice in a reflective way

43. To conclude
Lets re-cap
So it’s easy….is it not?

44. The new challenge for learning
“In times of change learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists”
Eric Hoffer

45. “Here is Edward Bear,coming
downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only
he could stop bumping for a moment and think of it”

46. Isn’t it strange? And clowns who caper in sawdust rings
Isn’t it strange, that princes and kings
And clowns who caper in sawdust rings
And ordinary folk like you and me
Are builders of eternity?
To each is given a bag of tools
An hour glass and a book of rules
And each must build ere time has flown
A stumbling block, or a stepping stone.
(Anon.)