1. Reflective writing
Presentation by
Business and Law Librarians
2017/18

2. Learning outcomes how to reflect
At the end of the session you will feel more confident about:
how to reflect
identifying descriptive and critical reflection
the language used in reflective writing

3. Lecturer feedback You need to provide greater in-depth reflection…
The best way to improve this to a distinction grade would be to provide a reflective account that includes more critical analysis and less descriptive content…
At present your critical evaluation is shallow and it does not convince me that you have overcome challenges that you will take on board in the future.
You need to provide greater in-depth reflection…

4. What is reflective writing?
(6 mins)

5. Reflection Your own response to something
Your own thought processes; not right or wrong
Involves a lot of critical thinking

6. How do I reflect? Get feedback Keep a log or diary
Do a SWOT analysis of yourself
Use a reflective model

7. ‘The act of writing is a great stimulus to creativity
‘The act of writing is a great stimulus to creativity. When we are grappling with a problem, it is a common occurrence that in writing down our conscious thoughts on the question, useful associations and new ideas begin to emerge. Writing the immediate thoughts makes more ‘room’ for new avenues of thinking, new possibilities’.
Miller, 1979, quoted in Jennifer A. Moon (2006), Learning Journals: A Handbook for Reflective Practice and Professional Development, 2nd ed. London: Routledge, p. 5.

8. Growing knowledge Image credits:
Image credits:

9. Gibbs (1988) Reflective Cycle
DESCRIBE
What happened?
FEELINGS
What were you thinking and feeling at the time?
EVALUATION
What was good/bad?
ANALYSIS
What sense can you make of it?
CONCUSION
What else could you have done?
ACTION PLAN
What would you do next time?
Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

10. Schön’s (1983) Reflection-on-action
Reflection - in – action:
Experiencing
Thinking on your feet
Thinking about what to do next
Acting straight away
Reflection - on – action:
Thinking about something that has happened
Thinking what you would do differently next time
Taking your time
Gaining feedback and insight

11. What? So what? Now what? Borton (1970) 3 cue questions
Driscoll (2000) Trigger questions
What?
So what?
Now what?
Terry Borton’s (1970) 3 stem questions: 'What?', 'So What?' and 'Now What?' were developed by John Driscoll in 1994, 2000 and 2007.

12. Marker feedback B Why was it challenging? What could you do about it?
A Where is your evidence for this claim?
C So what would you do to overcome this?
E Is there anything else you could do/plan to mitigate this in the future?
D typo?

13. Business student reflection 1/3
In this reflective essay I will reflect on the assignment that has been undertaken in the group work. Towards the start of the assignment is was difficult to contact all of the group members which lead to me and another group member having to do the initial work. However, after two weeks we finally met all of the group members which allowed us to press forward as a collective. One group member joined late due to her previous group being dispended. One particular occasion we had a group miss understanding when two members failed to complete their set tasks.
All of these examples are anonymised.

14. Business student reflection 2/3
After moving to a new group I found it much more satisfying, all members seemed much more engaged in completing the task together (with the exception one group member who’s input to the task was 0%, seriously nothing). Though this being said it was still only myself and one other who appeared to be really thinking about the task and what is needed, the third did contribute though he was happy doing the bare minimum. Some disputes over assumptions did arise though these were quickly settled and the tasks were quickly completed. I think I could  improve my ability to convince others and make them see what I see.

15. Business student reflection 3/3
Eden (2014) stresses the fact that “it is often the uncomfortable and unfamiliar newness of the work experience (…) [that inhibits you] to develop emotionally and engage more fully in the work experience” This is reflected in my initial hesitation, which trailed along in a lack of confidence throughout the year. I believe this was my biggest weakness and inhibitor to proactivity and self- development. My manager and trusted work colleauge pointed out lack of confidence many times, but always expressed a high level of trust and reliability towards me, saying that I am a “person with substance”. Kays et al (2005) described trust not to be “mere predictability but confidence in the face of risk” and in many cases it boosted my confidence to know that my co-workers trusted in my abilities and knowledge. When my manager allocated the task of leading all Skype media conversations to me, I knew that he even though he would be held responsible for any issues, but he entrusted me with the task and with the pressure, I took on the challenge and signed a deal within the first two weeks. Experiencing such a positive work outcome, helped me to analyse and “properly comprehend that experience and apply it to the future” (Eden, 2014). I thoroughly enjoyed my work relationship with my key contacts for Skype and successfully lead many sales conversations. I learned that having a positive attitude, quick response and being understanding/considerate are key factors to a healthy work relationship.  
2 strengths and 2 weaknesses?

16. Starter phrases for reflective writing
One issue which arose was…
Personally, I feel that I benefitted the most from…
I feel this situation arose because of / due to…
Initially, I did not realise the benefit of using method X (reference); however, this experience has taught me that…
Having explored this issue further, the literature has highlighted the importance of considering X (references) which I intend to do in similar scenarios in the future.
From this experience I have learnt that…which I feel will be invaluable in similar situations
This experience has highlighted that I need to develop my skills in X. To address this, I intend to…
Source: Academic Liaison, Employability and Skills (ALES), Cumbria University, Prompts for reflective writing
Source: Academic Liaison, Employability and Skills (ALES), Cumbria University, Prompts for reflective writing

17. Quiz You can’t use I or me in reflective writing. True or false?
Identify two methods of reflecting.
What does SWOT stand for?
Name one reflective model.
Describe 2 features of the model
Where can you learn more about reflective writing?
Write a few sentences reflecting on a professional experience (e.g. working on a project or as part of a team, solving a problem, etc.)
Source: Academic Liaison, Employability and Skills (ALES), Cumbria University, Prompts for reflective writing

18. First thoughts exercise
Why are you writing the learning journal?
What will you include in your learning journal?
How will you keep it?
When will you write it?
Which model do you think would be helpful?
Who will you share it with?

19. Further help UWE Reflective Writing Workbook
UWE Writing for University Workbook
Blackboard resources
Skills4Study online resource
Books / e-books
on reflection
Ask a Librarian

20. Other workshops