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SSM Lecture 2 Reflective Practice

The document discusses the concept of reflective practice, emphasizing the importance of regularly evaluating one's work and experiences to foster personal development and improve skills. It outlines various models and cycles for reflection, such as Kolb's and Gibbs' reflective cycles, and highlights the benefits of journaling and critical thinking in enhancing learning. Overall, it advocates for a structured approach to reflection as a means to deepen understanding and promote continuous growth.

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4 views

SSM Lecture 2 Reflective Practice

The document discusses the concept of reflective practice, emphasizing the importance of regularly evaluating one's work and experiences to foster personal development and improve skills. It outlines various models and cycles for reflection, such as Kolb's and Gibbs' reflective cycles, and highlights the benefits of journaling and critical thinking in enhancing learning. Overall, it advocates for a structured approach to reflection as a means to deepen understanding and promote continuous growth.

Uploaded by

lyon60394
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Self and

Stakeholder
Management
Week 2 Lecture
Reflective Practice and Learning from Experience
A ‘reflective practitioner’ is
someone who, at regular intervals,
looks back at the work they do, and
the work process, and considers
how they can improve. They
‘reflect’ on the work they have
done.

Reflective thinking is a series of


logical rational steps based on the
scientific method of defining,
analysing, and solving a problem.
Reflective Thinking

Reflective
thinking is a
It is an active,
natural form of
persistent and careful
learning from consideration.
experience and
reflection.
Reflective
Practitioner

Developing reflective skills can harness


the learning in everyday practice and
aiding personal development and
improving skills

(Hargreaves and Page 2013)


Reflective
Practitioner

Writing or reflecting is to convey your


experience and the process of
learning to yourself and third parties.

The art of writing reflection may alter


your perception
(Bolton, 2018).
Reflective
Practitioner

REFLECTION REQUIRES THE FOCUS IS ON NOT


YOU TO REGULARLY STOP ONLY YOUR OWN
AND THINK ABOUT WHAT ACTIONS AND FEELINGS,
YOU ARE DOING AND BUT ALSO THE EFFECT
WHY. THAT YOU HAVE ON OUR
FELLOW COLLEAGUES.
Learning and Reflection

REFLECTION INVOLVES TAKING THE WITHIN A COURSE, REFLECTION MAY THIS WORKING WITH EVENTS IS
UNPROCESSED, RAW MATERIAL OF FOCUS ON SPECIAL ACTIVITIES (FOR INTENDED AS A WAY TO MAKE SENSE
EXPERIENCE AND ENGAGING WITH IT EXAMPLE, WORKSHOP ACTIVITIES), OF THE EXPERIENCES THAT RESULT,
AS A WAY TO MAKE SENSE OF WHAT EVENTS OF THE PAST (FOR EXAMPLE, RECOGNIZE THE LEARNING THAT
HAS OCCURRED. IT INVOLVES WHAT LEARNERS BRING TO THE COURSE RESULTS, AND BUILD A FOUNDATION
EXPLORING OFTEN MESSY AND FROM PRIOR EXPERIENCE), OR FOR NEW EXPERIENCES THAT WILL
CONFUSED EVENTS AND FOCUSING ON CONCURRENT ACTIVITIES IN THE PROVOKE NEW LEARNING
THE THOUGHTS AND EMOTIONS THAT LEARNERS’ WORKPLACE AND
ACCOMPANY THEM. COMMUNITY THAT ACT AS A STIMULUS
FOR LEARNING.
Reflection In Anticipation of
Events

• You might record now some thoughts as to


your expectations of attending this session.
• What do you think you will get from it.
• What concerns do you have about taking
part?
• What objectives will you set yourself during
this period in terms of developing new
skills and competencies?
• How will you record your contribution,
experience and behaviour during this time.

(Boud 2011)
Reflection In Action
• Think about a time
when you thought on
your feet?

• What thoughts,
feelings, emotions and
prior experiences did
you pull on in dealing
with that situation?
•This model is essentially an approach to
decision-making and problem solving.
The Reflective
•"Schön found that when effective
Practitioner practitioners were faced with a problem in
their practice, they worked through it
Model Schön instinctively and, drawing on previous similar
experiences, they tried and tested out various
(1983) possible solutions until they resolved the
issue. They worked through the problem
using a mixture of knowing and doing. He
called this process ‘reflection-in-action’ and
coined the term ‘theory-in-use’ to describe
the nature of the reflective activity engaged
in"
Reflection-on-
action

• This is about hindsight! After


the thinking on our feet
experience, analyse your
reaction to that situation

• Explore the reasoning around


the action taken, and the
consequences of those
actions.
Why reflect?

Reflective practitioners use reflective practice to:


• embed good practice
• record thinking processes
• develop skills
• improve practice
• move difficult situation forward
Stages of the CPD cycle

Identify: Understand where you've come from, where you are and
where you want to be.
Plan: Plan how you can get to where you want to be, with clear
outcomes and milestone to track progress.
Act: Act upon your plan, and be open to learning experiences.
Reflect: Make the most of your day-to-day learning by routinely
reflecting upon experience.
Apply: Create opportunities where you can translate theory into
practice and put your learning to work.
Share: Share your learning in communities of practice to generate
greater insight and benefit from the support of your community.
Impact: Measure the overall impact your learning has had on the
work you do.

https://www.cipd.co.uk/learn/cpd/cycle#gref
CIPD -Why Reflect on
Your Learning?

• "To accept responsibility for your


own personal growth.
• To help you see a clear link between
the effort you put into your
development activities and the
benefit you get out of it.
• To help you see more value in each
learning experience....
• To help you "learn how to learn" and
add new skills overtime."
How to reflect?

Reflective
practitioners choose Kolb learning cycle Gibbs reflective cycle
an approach that (1984) (Gibbs, 1988)
works for them:
Reflective
thinking
and
writing
tools
Introducing ITEALs…

Incident

Actions

Thought Emotions
s
Learning

Based on the TEA model of Integral Leadership 2010


Kolb Learning Cycle (1984)
Zull –
Using emotions to our
advantage
“Even if we experience something
that has happened to us before, it is
hard to make meaning of it unless it
engages our emotions.” (p.166) He
also points out that reflection is a
search for connections (p. 167) and
suggests that we have to seriously
consider the role of emotion if we
want to foster deep learning (p. 169).
Gibbs Reflective Cycle (1988)
• from description to reflective account;
• from no questions to questions to
responding to questions;

In deepening • emotional influence is recognised, and


then handled increasingly effectively,
reflection, • there is a ‘standing back from the event’,
• there is a shift from self questioning,
there are challenge to own ideas,
• from recognition of relevance of prior
shifts – experience,
• in the taking into account of others’
views,
• towards meta-cognition - review of own
reflective processes
•
Jenny Moon
Moon (1999a, pp. 188–194) identifies many
purposes of writing journals —for example:

• “To deepen the quality of learning, in the form


of critical thinking or developing a questioning
attitude”

• “To enable learners to understand their own


learning process”

• “To increase active involvement in learning and


personal ownership of learning

• “To enhance professional practice or the


professional self in practice”

• “To enhance creativity by making better use of


intuitive understanding”

• “To provide an alternative `voice’ for those not


good at expressing themselves”

• “To foster reflective and creative interaction in a


group”
How do journals / learning blogs
work?

The processes of writing a journal can be linked


to a three-stage reflective learning model
described by Scanlon and Chernomas (1997):

• Stage 1 of reflection is awareness. This could


be stimulated by thoughts about an event in
teaching that went well, or seemed
problematic.

• Stage 2 involves the individual in critical


analysis of the event, exploring what happened
and why. We consider how this experience
relates to previous ideas and practice.

• At stage 3, a new perspective emerges, or


previous ideas are confirmed or reinforced,
based on the reflection. From this,
developments occur
How can we deepen our
thinking - the learning journal

•Provide structure to enable ongoing


dialogue with oneself
•Slow the pace of learning
•Increase the sense of ownership
•Acknowledge the role of emotion in
learning
•Give learners an experience of dealing
with ill-structured material of learning
•Encourage metacognition (learning about
one’s own process of learning)
•Enhance learning through the process of
writing

•Moon (2006)
Reflective Practice
(Bolton, 2018)
•“Einstein (1929) was successful partly
because he doggedly and constantly
asked questions for which everyone
thought they knew the answers.
Childlike he asked why? How? What?
Rather than accepting given or taken-
for-granteds”.

•“It is creative, illuminative, dynamic,


self affirming, but not a thornless rose
bed”.

• It can be emotionally
demanding
• It can disturb the status quo
Read more via the RLO

• Cpt 8 in the Stella Cottrell Skills for Success book 2015


• Bolton, G. (2018) Reflective Practice: writing and
professional development. 5th Edn. London: Sage
publications. ONLINE VIA THE RLO
• BOUD, D (2001). Using Journal Writing to Enhance
Reflective Practice, New Directions for Adult and
Continuing Education, 90, 9-17

References
Original / other references

• Gibbs (1988), Learning by doing: A guide to teaching


and learning methods, London, FEU
• Hargreaves J. and Page, L. (2013) Reflective Practice.
Cambridge: Polity Press
• Kolb D (1984), Experiential learning: Experience as the
source of learning and development, Englewood Cliffs
(N.J): Prentice Hall

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