With hindsight, I realise….
The Art of Reflection
adapted from
Harriet Richmond
Education Development Unit
Salford
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Reflection in learning
Part 1 -Learning Objectives
By the end of the session students will have
•Discussed the concepts associated with reflection.
•Begun the process of identification of their own needs
•An understanding of assignment requirements.
•Reflected upon personal, professional and academic
change.
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Students will have the opportunity to

Develop an understanding of reflection and why it is being used

Distinguish between reflection and other types of ‘academic’
writing

Understand the difference between ‘descriptive’ writing and ‘
‘reflective’ writing

Find out about different methods of reflecting to help you think
more reflectively

Complete an Initial Assessment activity
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Activity 1
In pairs, and using the post-it notes provided:
What do you hope to get out of
attending this session?
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Activity 2
Thinking about me
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Activity 3
Why do you think we’re using reflection?
•Consider this question for a moment - by yourself!
•Then write a sentence that explains what you think
reflection is.
•Then share your ideas and together compile a list of
words you associate with reflection and agree
on what you think ‘reflection’ is.
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Reflection in practice
• Major theoretical roots:
• Dewey
• Schön
• Kolb
“We do not learn from experience…
we learn from reflecting on experience.”
Dewey (1933)
What is reflection?
Dewey (1933: p.118) defined reflection as:
“An active persistent and careful
consideration of any belief or supposed
form of knowledge in the light of the
grounds that support it and the further
conclusion to which it tends.”
Schön’s definition
Schön (1983, 1987) in his work,
identifies two types of reflection
• reflection-in-action (thinking on your feet)
• reflection-on-action (retrospective thinking).
Key points



Reflection is focused thought, focusing on the ways in
which you respond to, understand and develop and apply
your learning in new situations.
Reflection is a way of learning from your direct
experiences, rather than from the second-hand
experiences of others.
This is known as ‘experiential learning’ – real activity with
real consequences.
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Experiential Learning Model
Lewin/Kolb (with adaptations by Moon and Zull)
Adapted from Barrett [no date]
Further definitions
Ghaye and Ghaye (1998)
“Reflection is much more than simply thinking about what you
do, it is about being self critical without being destructive and
overly critical.”
Moon (1999)
“Reflection is a form of mental processing
that we may use to fulfil a purpose or to
achieve some anticipated outcome…or
the outcome can be unexpected through
the reflective process.”
Moon (2004) goes on to say:
“…the evidence of learning or change of
behaviour may be expected to result
from the process of reflection.”
An ‘everyday’ definition of reflection
Reflection is a form of mental processing – like a
form of thinking – that we use to fulfill a purpose
or to achieve some anticipated outcome. It is
applied to relatively complicated or unstructured
ideas for which there is not an obvious solution
and is largely based on the further processing of
knowledge and understanding and possibly
emotions that we already possess. (Moon, 2001)
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An ‘academic’ definition of reflection
 ‘Reflection is a simple form of mental processing – closely related to
thinking and learning.
 In the academic context, there is likely to be a conscious and stated
purpose for the reflection, with an outcome stated in terms of learning or
clarification.
 Academic reflection is likely to be preceded by a description of the
subject matter of the reflection. The process of reflection is applied to
relatively complicated or unstructured ideas for which there is not an
obvious solution.
 In the academic context, the outcome of reflective work is likely to be
written and to be seen by others and both may influence its nature.
(Moon, 2001)
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Why are we using reflection?
Activity 4
Some questions:

Who has the biggest influence on your life ?

Who deserves the credit for where you currently find
yourself in life?

Whose advice and opinions do you tend to always act
upon?
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Where do you fit in this?
Mezirow, throughout the 1990’s, argued that
it is the unique function of adult learning to
bring into critical consciousness the
assumptions and perspectives learned
uncritically in childhood and adolescence.
Assumptions
(Brookfield 1995)
• We need to be aware of those explicit
assumptions that frame how we think and act.
• Need to know ourselves well and be honest with
ourselves!
Levels of assumptions
•
Assumptions about those things we know
are true because everyone knows they are.
•
Assumptions relating to what we think
ought to be happening in certain situations
•
Assumptions that help us understand how
parts of our world works and the conditions
of change.
Reflection and its role in
learning
Moon (1999, 2004) describes a model
1. Noticing
2. Making sense
3. Making meaning
4. Working with meaning
5. Transformative learning
Moon’s Qualities of Tasks that Encourage
Reflection
• Ill-structured, ‘messy’ or real-life situations
• Asking the ‘right’ kinds of questions – no clear cut
answers
• Setting challenges can promote reflection
• Tasks that challenge learners to integrate new learning
into previous learning
• Tasks that demand the ordering of thoughts
• Tasks that require evaluation
What is a Reflective Diary?
• a vehicle for being reflective, which may include some
factual writing, but is mainly an accumulation of material
based on the writer’s process of reflection
• is written over time, rather than in one go
• is based on an overall intention by the writer that their
learning will be enhanced by the process
• is almost like a personal conversation
• it might contain drawings, diagrams and stories
• is individual and personal to each trainee – there is not
one ‘recipe’ for writing
• is written with the self as audience
• it encourages the development of your inner voice
Why write one?
Wolf (1989) cited by Moon (1999) states:
“In writing we capture a thought. We create order
from fleeting metaphor, document meaning found
in the world around us, place ourselves in time.
We take something from inside ourselves and we
set it out: it is a means of discovering whom we
are, that we exist, that we change and grow. The
personal journal has been used for hundreds of
years to articulate the human drama of living and
to explore new knowledge.”
Differences between ‘academic’ writing
and reflective writing
Activity 5
How does reflection differ from different
types of academic writing, such as essays
or reports?
 You will be presented with a number of
statements
 You will be asked to indicate which statement is
a feature of an essay or a feature of reflective
writing
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Comparing essay writing and reflective writing
Essay writing
 The subject matter is likely to be


clearly defined
The subject matter is not likely to be
personal
The subject matter is likely to be
given
The purpose of the writing is set in
advance usually in a title/topic
There will be a conclusion
Reflective writing
 The subject matter may be diffuse and
unstructured
 The subject matter is likely to be personal
 The subject matter is determined by the
 Usually ‘one-off’ and ‘handed in’
writer
 There may be a purpose but it is more of a
direction (rather than a title) that predicts
the outcome
 There may be a conclusion in that
something has been learnt Part of a
process that takes place over time
 Writing style is usually objective
 Writing style likely to be subjective with


 A result of a thinking process – tidily
ordered
use of the first person ‘I’ usually involves
the process of thinking and therefore not
always tidily ordered
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Understanding the difference between
description and reflection
Activity 6
Look at the picture on the next slide
On the chart provided distinguish between:-
Describe; Interpret; Evaluate
DESCRIBE what you see (e.g. colours, numbers of people,
like a ‘witness statement’ that is factual)
INTERPRET what you see (e.g. what assumptions do you
make about what you see?)
EVALUATE: Summarise what you think the picture is about
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Example
Description
Interpretation
Evaluation
5 people
Some steps
A large building
Three of the people look
shocked
One of the people is
carrying a camera
Two have not reacted
Two of the people have
hands over their mouths
They are all looking in
the same direction
In my experience, when
people look shocked they
have witnessed
something unexpected
People carrying cameras
are usually tourists
In my opinion, the
gesture of the hand over
the mouth indicates
disbelief
Because they are all
looking in the same
direction, I suspect they
are all seeing the same
event
The people in the
picture are strangers
but are witnessing a
terrible and large
event, perhaps some
sort of disaster.
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Descriptive writing vs. reflective writing
Descriptive
 Contains little reflection.
 Describes what happened, sometimes mentioning past





experiences, sometimes anticipating the future – but all in the
context of an account of the event.
There may be some references to emotional reactions, but they
are not explored.
Ideas are taken on without questioning them or considering them
in depth.
The account is written only from one point of view.
External information is mentioned but its impact on behaviour is
not subject to consideration.
Generally one point is made at a time and ideas are not linked.
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Descriptive writing vs. reflective writing
Reflective
 Incorporates a recognition that the frame of reference with which





an event is viewed can change
Self questioning is evident deliberating between different
views/standpoints.
Takes into account the views and motives of others and considers
these against her own.
Recognises how prior experience, thoughts (own and other’s)
affect outcomes.
There is clear evidence of standing back from an event.
Recognition that the personal frame of reference can change
according to the emotional state in which it is written, the
acquisition of new information, the review of ideas and the effect
of time passing.
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What is the difference between a descriptive
journal and a learning journal?
 The intention to learn from the process!
 “Reasonably adept journal writing favours
learning by demanding time and intellectual
space.” Barnett (1997) cited by Moon (1999)
 The writer is learning independently, which in
turn fosters independent thought, which is a
means of enhancing learning
 The writer is able to focus, and order thoughts
 in order to make sense of a situation, taking into
account their emotions, in order to learn from
them
Activity 7
Brainstorm in your group:
What factors support the reflective process?
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Ways to support reflection
Open reflection
 May appear unstructured but can help to generate
ideas
 Includes day-dreaming, doodling, mind-maps, and
‘free-writing’
 Example exercise: My learning mind-map
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Types of Reflection
Evaluative reflection:
 Usually open-reflection based upon capturing
development over time, e.g. “the last time I……”
 Example exercise: “Five things I have learned since
starting this H.Ed. course….”
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Types of reflection
Question based reflection
 Can provide shape and direction for reflective
writing
 Exercise: What happened? Who was involved?
Why did I feel…/ did it happen? When? How?
 Example exercise: The critical friend
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Summary

Academic reflection usually has a purpose

Reflective writing is different from ‘academic’ writing

Reflection is different from description


Reflective writing has distinct features, compared to
descriptive writing
There are different ways of reflecting and you will find
one that suits you
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1002 Reflective Journal
ASSESSMENT
Indicative word limit or equivalent = 2500
(including Stage 4: Final Reflective Statement = 1500)
•Assignment Guidance
For submission, your reflective journal should contain
4 elements
Stage 1: Initial Reflective Activity
Review the Intended Learning Outcomes for the Degree.
Prioritise the outcomes.
For the top three explain what they mean for you and justify
their position in the rank order.
Consider your personal, professional and academic development
in relation to the intended learning outcomes.
What do you want to get out of the degree? Explain your
thinking by considering the impact the degree will have on you
personally, professionally and academically.
Stage 2: Guided Reflective Activity
Include the written responses made during the coaching triad activity
based on Moon, J.A. (2004) A Handbook of Reflective and
Experiential Learning. London, RoutledgeFalmer.
Stage 3: Interim Reflective Review
(a)Examine the targets set in part 1
Were they the correct targets to set?
If yes- how have you got on?
If no- what target should you have set yourself and why?
(b) Consider the modules studied so far.
What next- personal, professional and academic development?
Stage 4: Final Reflective Statement- (1500 words) has 4 sections
Section 1
Section 2
Section 3
Personal development
Professional development
Academic development
These three sections provide an opportunity to reflect upon the learning journey that you
have made .
Within each section you must reflect on your original intentions, your achievement and the
impact of your achievement.
Consider your use of tutorials to support your target setting.
Section 4
Targets for the future
This section gives you the opportunity to set targets for the future on a personal,
professional and academic level.
Explain the rationale for the setting of each target and the targets intended impact.
Appendices
Other reflective activities undertaken during the year eg
- Reflective Diary excerpts
-Tutorial records
-Module Reflective Reviews
Assignment due in: by noon July 22
2011
Activity 8
In your group:
Agree on what you think you’re being asked to do
when you’re asked to reflect in an academic setting
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Activity 9
Stage 1: Initial Reflective Activity
Highlight the key words in each learning outcome for the Foundation Degree.
In your group discuss your understanding of each learning outcome.
Your written work:
a)Individually - prioritise the outcomes.
For the top 3 explain what they mean for you and justify their
position in the rank order.
b)Consider your personal, professional and academic development in
relation to the intended learning outcomes.
What do you want to get out of the degree? Explain your thinking
by considering the impact the degree will have on you personally,
professionally and academically.
c)Discuss issues arising with a partner eg any challenges arising from task,
key priorities for you.
Intended learning outcomes
By the end of the programme you will be able to:
i.recognise, understand and evaluate the professional roles and
responsibilities of adults working with children and young
people and have a working knowledge of the law and formal
procedures relating to key roles in education settings; in the
context of the principles of integrated children’s service
working;
ii.demonstrate awareness of frameworks for planning and
assessing learning;
iii.demonstrate understanding of specialist and/or subject
knowledge in context of the relevant phase of education;
iv.recognise and value individual differences and promote equal
opportunity in practice, respect difference and diversity, and
demonstrate inclusive practice with regard to working in
Teaching and Learning settings;
v. show knowledge of the main methods of enquiry in the development of
teaching and learning, and the ability to evaluate critically the
appropriateness of different approaches to solving problems and apply
these in a work context;
vi. develop key skills for lifelong learning, including identifying and
targeting future development needs in relation to teaching and
learning, based on an understanding of the limits of your knowledge,
and how this influences analyses and interpretations based on that
knowledge in a work context;
vii. apply successfully in the workplace a range of knowledge and skills
directly related to the development of Teaching and Learning and
learnt throughout the programme, with the ability to apply underlying
concepts and principles outside the context in which they were first
studied, and the application of those principles in a work context.
Activity 10
The critical friend exercise
Imagine you are having a conversation with
someone who has been a mentor or a role model
to you (either in the past or present).
Write down your responses in the conversation as
you imagine it but begin with the mentor saying
“What did you learn today?”
Continue with your mentor asking
“What are the most important issues for you
at the moment that you might want to discuss
in your tutorial?
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Reflection in learning
Part 1 -Learning Objectives
By the end of the session students will have
 Discussed the concepts associated with reflection.
 Begun the process of identification of their own needs
 An understanding of assignment requirements.
 Reflected upon personal, professional and academic
change.
48
Reflection in learning Part 1
-Learning Objectives






Develop an understanding of reflection and why it is
being used
Distinguish between reflection and other types of
‘academic’ writing
Understand the difference between ‘descriptive’ writing
and ‘reflective’ writing
Find out about different methods of reflecting to help you
think more reflectively
Understand Assessment requirements
Complete an Initial Assessment activity
2
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References
Barrett, H.(no date) Supporting Reflection in Electronic Portfolios.[Online] Available from:
http://electronicportfolios.org[Accessed 5th August 2010]
Brookfield, S.(1995) Becoming a Critically Reflective Teacher. San Francisco, Jossey- Bass.
Cottrell, S. (2003) Skills for Success: The Personal Development Planning Handbook. London,
Palgrave Macmillan.
Dewey, J. (1933) How We Think. Boston, DC Heath.
Ghaye, A. and Ghaye, K. (1998) Teaching and Learning Through Critical Reflective Practice.
London, Fulton.
Kolb, D. (1984) Experiential Learning. New Jersey, Prentice Hall
Mezirow, J. (1991) Transformative dimensions of adult learning. San Francisco, Jossey-Bass.
Moon, J.A. (1999) Reflection in Learning and professional Development. Abingdon, Routledge
Falmer.
Moon, J.A. (1999) Learning Journals. Abingdon, Routledge Falmer.
Moon, J. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice.
London, Taylor Francis.
Richmond, H.(no date) The Art of Reflection. [Online] Available from:
http://www.pdp.salford.ac.uk/resources/pdpmaterials/introreflecion.ppt
Schön, D. A. (1983) The Reflective Practitioner, How Professionals Think in Action. Farnham,
Ashgate.
Schön, D.A. (1990) Educating the Reflective Practitioner. San Francisco, Jossey- Bass.
http://www.infed.org/biblio/b-reflect.htm
Very useful site. This link gives a summary of some ideas on what constitutes reflection
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