Reflective Practice
reflective practice
Reflection is what
allows us to learn
from our experiences:
it is an assessment of
where we have been
and where we want to
go next.
~ Kenneth Wolf
Definition
• "a set of abilities and skills, to
indicate the taking of a critical
stance, an orientation to
problem solving or state of
mind" (Moon,1999: 63).
Kolb's Experiential Learning
Theory
Why Reflect?
• Reflection helps learners to:
• understand what they already know (individual)
• identify what they need to know in order to
advance understanding of the subject
(contextual)
• make sense of new information and feedback in
the context of their own experience (relational)
• guide choices for further learning
(developmental)
Learning Cycle
Personal Reflections
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Priorities?
Time management?
Motivation?
Direction?
Strengths / Weaknesses?
Identifying problems
Developing an action plan
Reflection involves:
• Slowing down……..
• Pause to examine, analyse, inquire about
complexities of life
• active choice to pause and examine – not
passive process
• Cognitive processes – analysis, synthesis,
evaluation
• Many different forms and functions – many
ways to reflect
Reflecting – A State of Mind
• Learning Styles show preferences
• not everyone is as reflective – some more
action oriented etc
• Reflection can be encouraged by:
• Structuring in time schedule
• Using journal, diary etc
• realistic assessment gives strength
Experiential learning theory
• It is not enough just to do, and neither is it
enough just to think.
• Learning from experience must involve
links between the doing and the thinking
How to become a reflective learner
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1. Establish objectives
2. Recognise current level of performance
3. Plan how to meet targets
4. Use effective time management
5. Use feedback and support
6. Monitor and review progress
7. Critically reflect on own learning
Recognising Domains of Learning
• Bloom's Taxonomy:
• 1.Cognitive Domain – knowledge based
• 2. Psychomotor domain – skills based
• 3. Affective domain – attitudes, feelings
Cognitive domain
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lowest level – knowledge –recall of data
comprehension –
Application
Analysis
Synthesis
Highest level - Evaluation – critiques,
judgements about value of ideas
Relevance to Career Path
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Employers look for
self-reflective people with:
Skills of analysis,
Interpersonal skills,
self development,
critical reflection on performance
Setting Objectives
• What is an objective?
• An objective is a clearly defined target that
has the following characteristics:
• 1. SPECIFIC
• 2. MEASURABLE
• 3. ACTION-BASED
• 4. REALISTIC
• 5. TIME-BOUND
Professional Development
Plan (PDP)
What is a PDP?
• A way of recording, reflecting on and
writing about the practical outcomes of
experiences
• a personalised record of one's career or
experiences
• a loose-leaf folder in which you keep the
written record of your career
• need not be restricted to written materials
Why keep a PDP?
• It provides you with a record of your professional
development.
• useful as a means of updating a Curriculum
Vitae
• It personalises learning by encouraging the
person to own and value their development and
achievements.
• It enables the individual to demonstrate
coherence in their professional development and
plan for the future
The Assignment
• Part A: In a session with your SSF tutor
to discuss the feedback from your
semester one work,
What am I good at?
What am I not so
good at?
What practices I
want to continue
What areas I wish
to improve in
Select a higher-level
academic skill you wish
to develop and outline a
plan for development.
The Process
• (a) How are you going to develop the skill?
Eg. use Semester 2 assignment(s) as the
vehicle
• (b) What is the time frame for this development?
Eg. up until end of semester – and beyond
• (c) How are you going to check whether you
have been successful at developing this skill?
Eg. Obtain continuous feedback from tutors,
peers, test yourself using past papers etc
Monitoring the Process
• PART B.
• WORKING ON YOUR PERSONAL/ACADEMIC
DEVELOPMENT PLAN.
• On this sheet, keep a diary of your development
work and note any issues or thoughts that occur
to you whilst engaged in it. Include any changes
you make to your personal/academic
development plan during this time.
Reflecting on the PDP
• PART C.
• Do you feel you have succeeded in your
personal/academic development? If so, why? If not,
why not?
• What changes would you make to the
Personal/Academic Development Plan if you had to do it
again?
• What is the main thing you learnt from the process?
• What other things have you learnt from the process?
• What ideas have you had for developing other areas of
your own practice?
Marks will be gained for:
• Evidence of reflection on the feedback from
semester 1;
• A detailed and in-depth assessment of
academic strengths and weaknesses
(including higher-level cognitive skills);
• A clear plan of action to support the
development of your chosen skill;
• Evidence of a systematic and continuous
attempt to improve the chosen skill;
• A detailed evaluation of the degree of
success of your development plan.
Bibliography
• Kolb, D. (1984). Experiential learning:
experience as the source of learning &
development. Englewood Cliffs, NJ: Prentice
Hall.
• Moon. J. (1999a) Learning Journals: A handbook
for Academics, Students and Professional
Development. Kogan Page, London.
• Moon, J. (1999b) Reflection in Learning and
Professional Development: Theory & Practice.
Kogan Page, London