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
The Plan…
1. What reflection is
2. Components and stages of the reflection
process
3. Reflective skills
4. Models of reflection
1.What reflection is
“Those who cannot remember the past are
condemned to repeat it.”
George
Santayana
1.What reflection is
What reflection is and its importance
What is it?
Why is it important?
- The ability to use past experience to inform
future action.
-
You don’t rely on others to learn, grow and
improve.
- The active allocation of time to this review of past
experience.
-
You take forward positives and develop
strategies to deal with negatives.
- During this time, the analysis of that past
experience to identify its features, components,
causes and effects.
-
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.
- 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.
1.What reflection is
Reflection is NOT…
X Conveyance of information, instruction or
argument
X Straightforward description
X A straightforward decision
X Simple problem-solving
2.Components and stages
of the reflection process
Three components of reflective practice
(Jasper, 2013:3)
Action
That results from new
perspectives taken
That enable a
person to learn
from experiences
Reflective
processes
An
experience
Things that
happen
to a person
3.Reflective skills
Skill Cycle
Change
Evaluation
Selfawareness
Synthesis
Description
Critical
analysis
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
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?
References
Atkins S, Murphy K. (1993) Reflection: a review of the literature. Journal
of Advanced Nursing. 18: 118-119
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:
https://www.iaff.org/ET/JobAid/LHRC/What_is_the_Tuckman_Model_of
_team_development_.htm [Accessed 18.2.14]
References
Brigden, D. and Purcell, N (2014) Focus: Becoming a reflective practitioner. York: Higher Education
Academy. [Online] Available at:
http://www.heacademy.ac.uk/resources/detail/subjects/medev/Focus_Becoming_a_reflective_practitioner [Accessed 17.2.14]
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.
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? Email: academicskills@brad.ac.uk or website www.brad.ac.uk/academicskills
Any questions?