Reflective Practice

reflective practice Reflection is what allows us to learn from our experiences: it is an assessment of where we have been and where we want to go next. ~ Kenneth Wolf

Definition "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind" (Moon,1999: 63).

Kolb's Experiential Learning Theory The terms in the diagram come from Kolb's Experiential Learning Theory, and in this sequence form the experiential learning cycle. A learner can enter the circle at any point but must follow the stages in sequence and go fully round the cycle. Some theorists and practitioners have proposed different terminology; others have modified the cycle to, they claim. more accurately reflect the process of learning. Penny Henderson, for example, writes of Experiencing/Sharing/Interpreting/Generalising/Applying/Experiencing and these terms may be particularly helpful where group learning is happening. Phil Race has reservations, not only about the above terminology but about learning-cycle models in general: "I maintain that human brains are much more sophisticated than merely to perform sequential operations in any particular order. Our brains work on overlapping areas at once." (see www.lgu.ac.uk/deliberations/eff.learning/happen.html and Race, 1994.) http://www.ace.salford.ac.uk/foundation_degree/course_material/independent_learning/cycle.htm Independent Learning. Education Development Unit. University of Salford "it is common for reflection to be treated as if it were an intellectual exercise - a simple matter of thinking rigorously. However, reflection is not solely a cognitive process; emotions are central to all learning." (1998: 194).

Why Reflect? Reflection helps learners to: understand what they already know (individual) identify what they need to know in order to advance understanding of the subject (contextual) make sense of new information and feedback in the context of their own experience (relational) guide choices for further learning (developmental) Boud, Cohen and Walker: “ Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning. ” (1985:19)

Learning Cycle

Personal Reflections Priorities? Time management? Motivation? Direction? Strengths / Weaknesses? Identifying problems Developing an action plan Reflection helps learners to: understand what they already know (individual) identify what they need to know in order to advance understanding of the subject (contextual) make sense of new information and feedback in the context of their own experience (relational) guide choices for further learning (developmental)

Reflection involves: Slowing down…….. Pause to examine, analyse, inquire about complexities of life active choice to pause and examine – not passive process Cognitive processes – analysis, synthesis, evaluation Many different forms and functions – many ways to reflect

Reflecting – A State of Mind Learning Styles show preferences not everyone is as reflective – some more action oriented etc Reflection can be encouraged by: Structuring in time schedule Using journal, diary etc realistic assessment gives strength

Experiential learning theory It is not enough just to do, and neither is it enough just to think. Learning from experience must involve links between the doing and the thinking

How to become a reflective learner 1. Establish objectives 2. Recognise current level of performance 3. Plan how to meet targets 4. Use effective time management 5. Use feedback and support 6. Monitor and review progress 7. Critically reflect on own learning

Recognising Domains of Learning Bloom's Taxonomy: 1.Cognitive Domain – knowledge based 2. Psychomotor domain – skills based 3. Affective domain – attitudes, feelings Benjamin Bloom, identified three domains of educational activities: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)

Cognitive domain lowest level – knowledge –recall of data comprehension – Application Analysis Synthesis Highest level - Evaluation – critiques, judgements about value of ideas

Relevance to Career Path Employers look for self-reflective people with: Skills of analysis, Interpersonal skills, self development, critical reflection on performance

Setting Objectives What is an objective? An objective is a clearly defined target that has the following characteristics: 1. SPECIFIC 2. MEASURABLE 3. ACTION-BASED 4. REALISTIC 5. TIME-BOUND

Professional Development Plan (PDP)

What is a PDP? A way of recording, reflecting on and writing about the practical outcomes of experiences a personalised record of one's career or experiences a loose-leaf folder in which you keep the written record of your career need not be restricted to written materials

Why keep a PDP? It provides you with a record of your professional development. useful as a means of updating a Curriculum Vitae It personalises learning by encouraging the person to own and value their development and achievements.  It enables the individual to demonstrate coherence in their professional development and plan for the future xercise 1

The Assignment Part A: In a session with your tutor to discuss the feedback from your work, What am I good at? What am I not so good at? What practices I want to continue What areas I wish to improve in Select a higher-level academic skill you wish to develop and outline a plan for development.

The Process (a) How are you going to develop the skill? Eg. use 2 assignment(s) as the vehicle (b) What is the time frame for this development? Eg. up until end of module – and beyond (c) How are you going to check whether you have been successful at developing this skill? Eg. Obtain continuous feedback from tutors, peers, test yourself using past papers etc

Monitoring the Process PART B. WORKING ON YOUR PERSONAL/ACADEMIC DEVELOPMENT PLAN. On this sheet, keep a diary of your development work and note any issues or thoughts that occur to you whilst engaged in it. Include any changes you make to your personal/academic development plan during this time.

Reflecting on the PDP PART C. Do you feel you have succeeded in your personal/academic development? If so, why? If not, why not? What changes would you make to the Personal/Academic Development Plan if you had to do it again? What is the main thing you learnt from the process? What other things have you learnt from the process? What ideas have you had for developing other areas of your own practice?

Marks will be gained for: Evidence of reflection on the feedback from semester 1; A detailed and in-depth assessment of academic strengths and weaknesses (including higher-level cognitive skills); A clear plan of action to support the development of your chosen skill; Evidence of a systematic and continuous attempt to improve the chosen skill; A detailed evaluation of the degree of success of your development plan.

Bibliography Kolb, D. (1984). Experiential learning: experience as the source of learning & development. Englewood Cliffs, NJ: Prentice Hall. Moon. J. (1999a) Learning Journals: A handbook for Academics, Students and Professional Development. Kogan Page, London. Moon, J. (1999b) Reflection in Learning and Professional Development: Theory & Practice. Kogan Page, London