1. Becoming a Reflective Practitioner
This workshop will...
Introduce the key ideas within reflective practice
Explore methods for engaging in meaningful reflection
Examine some of the key models used for reflection and discuss strengths and weaknesses of them.
Louise Livesey
Academic Skills Adviser

2. Components and stages of the reflection process
The Plan…
What reflection is
Components and stages of the reflection process
Reflective skills
Models of reflection
Share the plan with attendees and give out note-taker HO

3. “Those who cannot remember the past are condemned to repeat it.”
1.What reflection is
“Those who cannot remember the past are condemned to repeat it.”
George Santayana

4. What reflection is and its importance
What is it?
Why is it important?
- The ability to use past experience to inform future action.
- The active allocation of time to this review of past experience.
- During this time, the analysis of that past experience to identify its features, components, causes and effects.
- The identification of where help, improvement, knowledge or support can be gleaned from.
- The commitment to an idea that nothing is perfect – everything can be built upon.
You don’t rely on others to learn, grow and improve.
You take forward positives and develop strategies to deal with negatives.
It adds to your critical thinking toolkit.
It improves the experience of those you serve, help or work with through your self-development.
Graduate-level professions rarely want unthinking people who cannot learn from mistakes or enhance the field they work in.

5. 1.What reflection is Reflection is NOT…
Conveyance of information, instruction or argument
Straightforward description
A straightforward decision
Simple problem-solving

6. Three components of reflective practice
2.Components and stages
of the reflection process
Three components of reflective practice
(Jasper, 2013:3)
Action
An experience
Reflective processes
That results from new perspectives taken
That enable a person to learn from experiences
Things that happen
to a person

7. 3.Reflective skills Skill Cycle Change Self-awareness Description
Critical analysis
Synthesis
Evaluation

8. Skills required for reflection
3.Reflective skills
Skills required for reflection
Description: who, what, when and summarising
Synthesis: Small detail to big pictures, and making connection to develop new thinking
Change: making choices
Critical analysis: dissect, evaluate, decision
Evaluation: judgements
Self-awareness: how affect and affected by a situation

9. The Three ‘whats’: example Kolb’s cycle of reflection:
4.Key reflective models
Three models
The Three ‘whats’: example
Kolb’s cycle of reflection:
Gibb’s cycle of reflection: Activity 3
Strengths and weaknesses?

10. References
 Atkins S, Murphy K. (1993) Reflection: a review of the literature. Journal of Advanced Nursing. 18:
Blomfield R. Hardy. In Trender L & Reynold S, Eds (2000) Evidence Based Practice- A Critical Appraisal. Oxford: Blackwell Science.
Eraut M. (1994) Developing Professional Knowledge and Competence. Abingdon: Falmer
International Association of Firefighters. (2004) What is the Tuckman model of team development? Washington: International Association of Firefighters. [online] Available at:
[Accessed ]

11. References
Brigden, D. and Purcell, N (2014) Focus: Becoming a reflective practitioner. York: Higher Education Academy. [Online] Available at:
[Accessed ]
Jasper, M. (2013) Beginning reflective practice. 2nd ed. Andover: Cengage Learning.
Moon, J.A. (2004) Reflection in learning and professional development. 2nd ed. London : Routledge.
Moon, J.A. (2009) A handbook of reflective and experiential learning : theory and practice. Abingdon: RoutledgeFalmer.
Perkins E.R. (2006) ‘Training and Education’. Evidence Health Promotion. UK: Wiley
Spiro, J., Williams, K., and Woolliams, M. (2012) Reflective Writing. Basingstoke: Palgrave Macmillan.
Taylor, J.L., and Svensson, J. (1999) Radiography Student Guide Cambridge: Anglia Polytechnic University.

12. Academic Skills Advice Service
Where are we? Chesham Building B0.23
What do we do? Support undergraduate students with their study skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice.
Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops
When can you come for help? Everyday both face to face and on-line
How do I get in touch? or website

13. Any questions?