1. Professor Stephen Gomez Advanced Professional Development (APD1)

2. Portfolio of learning from work Importance of reflection Reflection

3. Schön[1] The Reflective Practitioner  Donald Schön (1930-1997); Significant contributions to learning theory:  The learning society  ‘education was not a segregated activity, conducted for certain hours, in certain places, at a certain time of life’ (Hutchins 1970: 133)  Reflective practice, learning systems within organisations & communities, & how reflection-in- action affects professional judgement  The Reflective Practitioner. How professionals think in action (1983, London: Temple Smith)

4. Schön [2] The stable state  Threats to stability from external factors  Importance of responding to change for survival  Learning from continuous transformation involves: understanding, guiding, influencing and managing these transformations  Organisations need to learn about learning to guide self-transformation  ‘Dynamic conservatism’ – allowing change without ‘intolerable disruption’ to function or identity

5. Schön[3] Learning organisation Classical modelLearning systems model Innovation is the new product, process or technique Innovation is the functional system Spreads from the centre to the periphery Spreads within & between functional systems Fixed centre & leadershipShifting centre & ad hoc leadership Relatively stable centre & leadership Continually evolving change Limited by resource, drive from the centre, & capacity of ‘spokes’ Limited by infrastructure technology Feedback loop from periphery to centre & back to periphery Feedback loops operate as a network throughout the systems View of innovation Adapted from http://www.infed.org/thinkers/et-schon.htm

6. Schön[4a] Double loop learning theory  Learning – iterative; occurs in ‘loops’, eg Kolb’s learning cycle & plan-do-review cycle  Schön & Argyris (1978) explored how people planned, implemented & reviewed  ‘mental map’ guided action rather than theory Theories of action Theories- in-use Espoused theories Implicit in what we do as practitioners How we explain what we do to others

7. Schön[4b] Double loop learning theory  A model for theory-in-use; 3 elements:  Governing variables – that practitioners try to keep stable; though actions often impact on these;  Action strategies – the actions people take to keep the governing values stable;  Consequences – the results of any action, intended or unintended. Implicit in what we do as practitioners How we explain what we do to others

8. Schön[4c] Double loop learning theory  Schön and Argyris (1978) – learning involves the detection & correction of error. Governing variable Action strategy Consequences Single loop learning Double loop learning

9. Schön[5a] The reflective practitioner Reflective practitioner Reflection-in- action Reflection-on- action  Schön (1983) – knowledge & learning are inherent in practice; through reflection, learning becomes more explicit

10. Schön[5b] The reflective practitioner Reflection – in- action Reflecting on what you’re doing while you’re doing it Think about what you’re doing, receive immediate feedback, change actions Dynamic system with short feedback loops ‘Thinking on our feet’ Call on previous experience, connect with feelings, draw upon theories in use Builds new understandings which inform actions as the system is unfolding Practitioner undergoes range of emotions Learning from current task fed into subsequent work

11. Schön[5c] The reflective practitioner Reflection – on- action Occurs after task is completed; involves reflecting on how well, or otherwise, it was done Could involve recording events & reactions, discussing with colleagues or researching others work Often involves developing a set of questions & ideas which contribute to a repertoire of approaches for use in future situations

12. References Argyris, M. and Schön, D. (1974) Theory in Practice. Increasing professional effectiveness, San Francisco: Jossey-Bass. Hutchins, R. M. (1970) The Learning Society, Harmondsworth: Penguin. Schön, D. A. (1973) Beyond the Stable State. Public and private learning in a changing society, Harmondsworth: Penguin. 236 pages. Schön, D. (1983) The Reflective Practitioner. How professionals think in action, London: Temple Smith. Schön, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass.

13. This resource was created by the University of Plymouth, Learning from WOeRK project. This project is funded by HEFCE as part of the HEA/JISC OER release programme.Learning from WOeRK This resource is licensed under the terms of the Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales license (http://creativecommons.org/licenses/by-nc-sa/2.0/uk/).http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ The resource, where specified below, contains other 3 rd party materials under their own licenses. The licenses and attributions are outlined below: 1. 2. The name of the University of Plymouth and its logos are unregistered trade marks of the University. The University reserves all rights to these items beyond their inclusion in these CC resources. The Higher Education Academy and JISC logos are licensed under the terms of the Creative Commons Attribution -non-commercial- No Derivative Works 2.0 UK England & Wales license. All reproductions must comply with the terms of that license. Author Stephen Gomez Title Reflection in Practice Description Date Created August 2011 Educational Level 7 Keywords UKOER, Learning from WOeRK, LFWOER, UOPCPDWBL, Work-Based Learning, WBL, Continuous Professional Development, CPD, Advanced Professional Development Back page originally developed by the OER phase 1 C-Change project ©University of Plymouth, 2011, some rights reserved