Reflecting on learning – learning to reflect Learning and personal development through reflection

Aims Introduce the topic of reflection as a tool for developing your learning Develop an understanding of the elements that make up reflection Consider 2 formal models of reflection Think about how reflection can make you better criminologists, sociologists, political and behavioural scientists

What is reflection? “ ...we learn by thinking about things that have happened to us and seeing them in a different way, which enables us to take some kind of action” (Jasper, 2003: p2). “...taking our experiences as a starting point for learning” (Jasper, 2003: p1).

Fundamental to the concept of reflective practice is that we consciously or knowingly consider our experiences in order to draw out our learning. Hence, learning from experience becomes a deliberate act, rather than it happening by accident. (Jasper, 2003: p9)

What is reflection? (cont.d) A conscious method of evaluating our own learning, identifying our own learning blocks and difficulties and proposing logical steps for progressing our own learning. QUESTION: Why might reflection be a particularly useful thing for adult learners?

Why reflect?...It helps us to: Identify new learning needs and learning opportunities Identify ways in which we learn best Identify new or untried courses of action Explore alternative problem- solving methods Break out of habits and routines (auto-pilot) Become more aware of our actions and their impact on others Demonstrate our competence to others Demonstrate our competence to ourselves! Build, test and/or extend theory, from observations Make decisions and resolve uncertainty Progress our personal development goals Progress our professional development goals SURVIVE!

Who does reflection?

Which ingredients go into reflection? Jasper (2003) suggests 3 components: Things (experiences) The thinking processes that allow us to learn from those things 3. Action that results from the new perspectives taken

How do you go about reflecting? Many models (‘ideal’ ways of doing it) have been put forward Most models are informed by a theory of learning called Kolb’s ‘experiential learning cycle’ – it helps to have a basic understanding of this

Kolb’s (1984) experiential learning cycle http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/images/kolb_cycle.gif

Borton’s model of reflection (1970) START HERE! 3. Now what? 1. What? 2. So what?

Gibb’s Reflective Cycle (1988) (START HERE!)

Different varieties of reflection… Distinction identified by Schön (1983) Reflection-in-action describes the way people think and theorise about practice while they are doing it (i.e. whilst they are ‘in action’). Reflection-on-action is consciously exploring experience and thinking about practice after it has happened, to discover the knowledge that was used. QUESTION: How do you use both types of reflection in your daily lives?

Reflective journals/diaries – what are they? Regular, purposeful writing focused on your individual learning journey They are about ‘getting beneath the skin’ of learning They are about questioning, exploring and analysing your personal experience Keeping a learning journal could help you to identify the learning experiences you will write about in your portfolio essay.

How can reflection make you better social science students? Social science questions/issues are rarely (if ever) about ‘right’ or ‘wrong’ answers…the more you can train yourself to look beneath the layers the more you will appreciate the complexity of what you are studying…this takes time! Reflecting on your own thinking patterns, values, biases, cultural assumptions and influences can help to ‘open up’ other possibilities and broaden your conceptual horizons. Reflection builds on your own skills in asking questions (of yourself, others and the experiences you have). This skill can be directly applied to academic reading and writing. It helps to avoid complacency (in thought and habit). It can help you to trouble-shoot and problem-solve the inevitable challenges that arise on a 3 year degree programme.

During reading week: Complete ‘Portfolio Activity 4: Learning development action plan’ in Assessment > Term 1: Formative and Summative Assessments area of the HFB2001 Unilearn space. Read the ‘Reflection and Learning Handout’, which will help you to gain a deeper understanding of reflection, in preparation for writing the formative assessment. You are also strongly advised to make a start on the Formative Assessment which is due to be submitted on Friday 15th November 2013.

References Borton, T. (1970). Reach, Teach and Touch. London: McGraw Hill. Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic. Jasper, M. (2003). Beginning reflective practice. Cheltenham: Nelson Thornes. Kolb, D. (1984). Experiential learning. London: Prentice Hall. Schön, D. A. (1983). The Reflective Practitioner: how professionals think in action. London: Temple Smith.