Reflection on Learning and Personal Development Beth Caldwell

Overview What is reflection? Reflective writing Reflection on group work

What is reflection?

‘Taking a step back’ (dialogic reflection) Taking time to think things through – deeply and honestly (critical reflection) There is no experience that we don’t learn from Make reflection explicit and rigorous

Reflection and PDP: Kolb’s (1984) Learning cycle

What can you reflect on? An event or experience Challenges and successes A class / module / course Your learning journey A turning point (critical incident) The development of your skills (eg PDP) Your personal development Your professional development (eg CPD)

Writing a reflection involves… Exploring Explaining Interpreting Being honest about anxieties, errors and weaknesses… …But also strengths and successes ‘Reflecting forward’ What would you do differently next time?

Which of these two samples do you think is better? Why? Sample A In the seminar break today, Mary was talking and I wanted to say something. She had been talking for a few minutes already and I hadn’t said anything. I was interested in what she was saying but then just interrupted. It was a simple mistake. I didn’t mean to upset her. Mary carried on talking for a moment and then decided to stop. She looked angry. Everybody just looked at me as if I was in the wrong. I didn’t even talk for very long. Peter said I had an interesting point. Then we went back in the seminar and Mary avoided looking at me all the way through. Sample B Today was useful as I realised I am still interrupting people when they are talking. I cut right across Mary today in the seminar break. I realise this was not very skilful or considerate. Mary looked annoyed. I just ignored this at the time because I was embarrassed. It would have been better to have apologised as soon as I realised. I will next session. I have to take more care not to burst in when other people are talking. Maybe I could ask Joe and Ali to point it out to me for a while so I notice it more.

An example of structure in reflective writing Description – What happened? – What is being examined? Interpretation – What is most important / interesting / useful / relevant about the object, event or idea? – How can it be explained e.g. with theory? – How is it similar to and different from others Outcome – What have I learned from this? – What does this mean for my future?

Specific tasks were shared out amongst members of my team. Initially, however, the tasks were not seen as equally difficult by all team members. Cooperation between group members was at risk because of this perception of unfairness. Social interdependence theory recognises a type of group interaction called ‘positive interdependence’, meaning cooperation (Johnson & Johnson, 1993, cited by Maughan & Webb, 2001), and many studies have demonstrated that “cooperative learning experiences encourage higher achievement” (Maughan & Webb, 2001). Ultimately, our group achieved a successful outcome, but to improve the process, we perhaps needed a chairperson to help encourage cooperation when tasks were being shared out. In future group work, on the course and at work, I would probably suggest this.

‘Critical’ incidents Events that make us feel strongly Can be good or bad experiences Transform the experience into learning Change habits and patterns

Analysing a critical incident: Gibbs’ (1988)model of reflection

Reflecting on Group Work

Shaper Highly strung Outgoing Dynamic Good managers Thrive on pressure Sometimes offend people

Plant Individualistic serious-minded Unorthodox Imaginative Sometimes ignore details

Co-ordinator Calm Self-confident Controlled Trusting Not confident about creative ability

Monitor Evaluator Sober Unemotional Prudent Doesn’t motivate Others easily

Resource investigator Extroverted Enthusiastic Curious Communicative Lose interest quickly

Implementer Well organised enjoy routine Practical common-sense Lack flexibility

Team worker Socially oriented Mild Sensitive Promote team spirit Can be indecisive

Completer-finisher Painstaking Orderly Conscientious Work to highest standards Worry about small things

Reflecting on Group Work Belbin team roles: How true is it for you? Which team roles do you have in your group? To what extent do Belbin’s team roles help explain things that happen in your group? How does this help you for the future?

References GIBBS, G. (1988) Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Brookes University. Hatton,N. Smith,D. (1995) Reflection in teacher Education. Teaching and Teacher Education. Vol 11 p33 – 49 KOLB, D.A. (1984) Experiential Learning: Experience as the source of learning and development. New Jersey: Prentice Hall. Luft, J. Ingham, H. (1955) The Johari window, a graphic model of interpersonal awareness. Proceedings of the western training laboratory in group development (Los Angeles: UCLA). Moon, J, 1999, Learning Journals: A handbook for academics, students and professional development. Kogan Page.London