1. Learning Log and Reflection
Module 2

2. Reflection What is your experience of… Doing it Being ‘made’ to do it
Having to write it down
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3. “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984)

4. Experiential learning cycleDo
(practice)
Go through the cycle. Important to emphasise;
Importance of following each step in the cycle
Can start anywhere in the cycle
A teaching event may not itself address all the stages in the cycle; in that case attention needs to be paid to thinking how the cycle will be completed
Review
(reflect)
Apply
(plan)
Theorise
(interpret)

5. What is it?
‘the process of analysing, questioning and reframing an experience, in order to make an assessment of it for the purposes of learning and/or improving practice…’
(Aronson)
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6. What is it?
‘the process of analysing, questioning and reframing an experience, in order to make an assessment of it for the purposes of learning and/or improving practice…’
(Aronson)
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7. Problems…
Defining and agreeing what it is (reflection vs critical reflection)
- ’I do it naturally….everyone does’
Attitudes to writing it down/ discussing
- ‘it’s personal…I don’t need to talk about it’
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8. (Johns and Freshwater).
‘practitioners require guidance to see beyond themselves, to see their own self-distortions and limited horizons, and how those forces embedded within practice have limited their ability to know and achieve desirable work,’
(Johns and Freshwater).
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9. So what’s the evidence?
Reflection is an active process – not the same as passive thinking.
Makes it active
Stops you rushing
Evidence it promotes better reflection and better learning
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10. Reflection What happened?
How does this relate to you? What have you learnt?
What will you do differently in the future?
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11. …or…
…What?
…So what?
…Now what?
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13. Assessing reflection – ICSE Levels
Information – describing what happened in enough detail.
Self Awareness - being open and honest about performance and feelings
Critical Thinking – analysing, problem solving, describing own thought processes
Evaluation – pooling the above three things together (synthesis) and describing what needs to be learned, why and how.
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15. Teaching reflection… Agree an understanding of what it is
Teach learners how to do it before asking them to do it
Decide learning goals √
Choose appropriate method and structure √
Plan for dealing with emotional/ ethical problems
Create a mechanism for follow up
Create conducive environment √
Assess it √
Reflect on the process of teaching/ assessing it
(Aronson, L.; Twelve tips for teaching reflection at all levels of medical education Medical Teacher 2011: p200 – 205)
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16. Reflective Logs
Quality vs quantity
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