Reflective PracticeReflective Practice

Definitions, Models & Definitions, Models & MethodsMethods

Certificate in Education Year 2 2008-9Certificate in Education Year 2 2008-9

Reflection: A Definition (1)Reflection: A Definition (1)

‘‘Reflection is an important human activity Reflection is an important human activity in which people recapture their in which people recapture their experience, think about it, mull over & experience, think about it, mull over & evaluate it. It is this working with evaluate it. It is this working with experience that is important in learningexperience that is important in learning’’..

Boud, D., Keogh, R. & Walker, D. (1985) p 43 Boud, D., Keogh, R. & Walker, D. (1985) p 43 Reflection: Turning Reflection: Turning Experience into Learning. Experience into Learning. London: Kogan PageLondon: Kogan Page..

Reflection: A Definition (2)Reflection: A Definition (2)

‘‘We learn through critical reflection by We learn through critical reflection by putting ourselves into the experience & putting ourselves into the experience & exploring personal & theoretical knowledge exploring personal & theoretical knowledge to understand it & view it in different ways.to understand it & view it in different ways.

Tate, S. & Sills, M. (eds) (2004) p 126 Tate, S. & Sills, M. (eds) (2004) p 126 The Development of Critical The Development of Critical Reflection in the Health Professions. Reflection in the Health Professions. London; Higher Education London; Higher Education AuthorityAuthority..

Reflection: Informal & informalReflection: Informal & informal

Informal ReflectionInformal Reflection• Involves self- questioningInvolves self- questioning• Develops our awareness of our own Develops our awareness of our own

assumptionsassumptions

Formal ReflectionFormal Reflection• Draws on research & theoryDraws on research & theory• Provides guidance & frameworks for Provides guidance & frameworks for

practice.practice.

Models of ReflectionModels of ReflectionDewey’s (1938) 5 Stage ModelDewey’s (1938) 5 Stage Model

1. We identify a problem that is perplexing & ‘felt’1. We identify a problem that is perplexing & ‘felt’

2. We observe & refine the identified problem to 2. We observe & refine the identified problem to create a fuller understandingcreate a fuller understanding

3. We develop a hypothesis or an understanding about 3. We develop a hypothesis or an understanding about the problem, its origins & possible solutionsthe problem, its origins & possible solutions

4. We subject the hypothesis to scrutiny & reasoning4. We subject the hypothesis to scrutiny & reasoning

5. We test the hypothesis or understanding in practice5. We test the hypothesis or understanding in practice

Dewey, J. (1938) Dewey, J. (1938) Logic: The Theory of InquiryLogic: The Theory of Inquiry. Troy, MN: Rinehart & Winston.. Troy, MN: Rinehart & Winston.

Models of ReflectionModels of ReflectionSchon’s (1983) ‘Reflection in Schon’s (1983) ‘Reflection in Action’Action’

Reflection in action concerns thinking about something Reflection in action concerns thinking about something whilst engaged in doing it, having a feeling about whilst engaged in doing it, having a feeling about

something & practicing according to that feelingsomething & practicing according to that feeling. .

This model celebrates the intuitive & artistic This model celebrates the intuitive & artistic approaches that can be brought to uncertain situations.approaches that can be brought to uncertain situations.

Schon, D. (1983) Schon, D. (1983) The Reflective PractitionerThe Reflective Practitioner. London: Temple Smith. London: Temple Smith

Models of ReflectionModels of ReflectionKolb’s (1984) Learning CycleKolb’s (1984) Learning Cycle

1. 1. Concrete ExperienceConcrete Experience: The event: The event

2.2. Reflective observationReflective observation: Consider what has : Consider what has happened from a variety of perspectives e.g. own happened from a variety of perspectives e.g. own feelings, the group’s, an individual student’s viewfeelings, the group’s, an individual student’s view

3. 3. Abstract conceptualisation: Abstract conceptualisation: Re-package & Re-package & process your reflections into a theoretical process your reflections into a theoretical understanding (use theory to analyse the event)understanding (use theory to analyse the event)

4. 4. Active Experimentation: Active Experimentation: Armed with this new Armed with this new

understanding, you do it again, differently this timeunderstanding, you do it again, differently this time..Kolb, D. (1984) Kolb, D. (1984) Experiential Learning. Experiential Learning. New Jersey; Prentice HallNew Jersey; Prentice Hall

Models of ReflectionModels of ReflectionBoud’s (1985) Experiential Boud’s (1985) Experiential LearningLearning

1.1. Return to an event, incident or experience & record it Return to an event, incident or experience & record it

2.2. Consider it in detail at an emotional and cognitive Consider it in detail at an emotional and cognitive levellevel

3.3. Re-evaluate the event in the light of experience, Re-evaluate the event in the light of experience, knowledge & experimentation. Seek to understand knowledge & experimentation. Seek to understand the meaning of the experiencethe meaning of the experience

4. 4. Plan for what you might change.Plan for what you might change.

Boud, D., Keogh, R. & Walker, D. (1985) Boud, D., Keogh, R. & Walker, D. (1985) Reflection: Turning Reflection: Turning Experience into LearningExperience into Learning. London: Kogan Page. London: Kogan Page..

• CommitmentCommitment Accept responsibility & be open to changeAccept responsibility & be open to change

• ContradictionContradiction Note tension between actual & desired Note tension between actual & desired practicepractice

• ConflictConflict Harness this energy to take appropriate Harness this energy to take appropriate actionaction

• ChallengeChallenge Confront your own typical actions, beliefs & Confront your own typical actions, beliefs & attitudes in a non-threatening wayattitudes in a non-threatening way

• CatharsisCatharsis Work through negative feelingsWork through negative feelings

• CreationCreation Move beyond old self to novel alternativesMove beyond old self to novel alternatives

• ConnectionConnection Connect new insights in the world of practiceConnect new insights in the world of practice

• CaringCaring Realise desirable practiceRealise desirable practice

• CongruenceCongruence Reflection as a mirror for caringReflection as a mirror for caring

• ConstructingConstructing Building personal knowledge in practiceBuilding personal knowledge in practice

Johns, C. (2000). Johns, C. (2000). Becoming a Reflective PractitionerBecoming a Reflective Practitioner. Oxford; Blackwell. Oxford; Blackwell

Models of ReflectionModels of ReflectionJohn’s Ten C’s of Reflection (2000)John’s Ten C’s of Reflection (2000)

Barriers to ReflectionBarriers to Reflection

Practical BarriersPractical Barriers

Kolb (1984) sees that to reflect effectively on Kolb (1984) sees that to reflect effectively on your experience, you should actively set aside your experience, you should actively set aside part of your working day to reflect & analyse.part of your working day to reflect & analyse.Kolb, D. (1984) Kolb, D. (1984) Experiential Learning. Experiential Learning. New Jersey; Prentice HallNew Jersey; Prentice Hall

Barriers to ReflectionBarriers to Reflection

Psychological BarriersPsychological Barriers

Fear of judgement, fear of criticism, Fear of judgement, fear of criticism, being closed to feedback, defensiveness, being closed to feedback, defensiveness, professional arrogance.professional arrogance.

Bridges to ReflectionBridges to Reflection• Non-judgemental support, e.g. mentor, managerNon-judgemental support, e.g. mentor, manager• Feeling ‘safe’ enough – or we may use ‘expedient’ Feeling ‘safe’ enough – or we may use ‘expedient’

learning & do what we expect will get us throughlearning & do what we expect will get us through• A role model, e.g. a mentor who reflects on their A role model, e.g. a mentor who reflects on their

own practiceown practice• Knowledge of as many methods as possibleKnowledge of as many methods as possible• As many opportunities as possible for engaging in As many opportunities as possible for engaging in

reflection, e.g. pairs, groupsreflection, e.g. pairs, groups• Time & Energy.Time & Energy.

Ixer, G. (2003) Developing the relationship between reflective practice Ixer, G. (2003) Developing the relationship between reflective practice & social work values. & social work values. Journal of Practice TeachingJournal of Practice Teaching, 5, 1, pp 7-22., 5, 1, pp 7-22.

Methods of ReflectionMethods of ReflectionNarrativesNarratives

A Narrative is a story of an A Narrative is a story of an experience experience or eventor event: :

•Written in the first person, i.e. I felt… I thought …Written in the first person, i.e. I felt… I thought …

•Learner-centred in that it allows the learner’s Learner-centred in that it allows the learner’s voice to be heard voice to be heard

•Enables links to be made between personal & Enables links to be made between personal & professional developmentprofessional development

•Can be shared to allow deeper reflection & Can be shared to allow deeper reflection & comparison.comparison.

Methods of ReflectionMethods of ReflectionReflective JournalReflective Journal

A Reflective Journal focuses onA Reflective Journal focuses on::• Your reaction to the event or experienceYour reaction to the event or experience• Different ways that you might look at itDifferent ways that you might look at it• How the experience links with other experiencesHow the experience links with other experiences• How you can understand the experience in the light How you can understand the experience in the light

of theoryof theory• What you have learned in the situationWhat you have learned in the situation• What you need to learnWhat you need to learn• How you might achieve your identified learning How you might achieve your identified learning

goalsgoals

Methods of ReflectionMethods of ReflectionCritical IncidentCritical Incident

A critical incident is an incident that A critical incident is an incident that is in some way significant to the is in some way significant to the individual recounting it.individual recounting it.

You should record:You should record:

• What the situation wasWhat the situation was• What you did in itWhat you did in it• What happened as a result of your actionsWhat happened as a result of your actions• A reflection on the situation or event & the A reflection on the situation or event & the

process by which it unfolded.process by which it unfolded.

The Importance of ReflectionThe Importance of Reflection

Reflection enables us to:Reflection enables us to:

• Be conscious of our potential for bias & Be conscious of our potential for bias & discrimination. discrimination.

• Make the best use of the knowledge available. Make the best use of the knowledge available. • Challenge & develop the existing professional Challenge & develop the existing professional

knowledge baseknowledge base• Avoid past mistakesAvoid past mistakes• Maximise our own opportunities for learning.Maximise our own opportunities for learning.

The Importance of ReflectionThe Importance of Reflection

Unless we make Unless we make conscious & systematicconscious & systematic efforts to critique our own practice:efforts to critique our own practice:

• We will be unaware of how & when we are We will be unaware of how & when we are being discriminatorybeing discriminatory

• We will not make use of the knowledge base We will not make use of the knowledge base developed by our own professiondeveloped by our own profession

• We will continue to repeat the same mistakesWe will continue to repeat the same mistakes• Our skills will stagnate rather then develop.Our skills will stagnate rather then develop.

ReferencesReferences

Boud, D., Keogh, R. & Walker, D. (1985) Boud, D., Keogh, R. & Walker, D. (1985) Reflection: Turning Experience Reflection: Turning Experience into Learning. into Learning. London: Kogan PageLondon: Kogan Page..

Dewey, J. (1938) Dewey, J. (1938) Logic: The Theory of InquiryLogic: The Theory of Inquiry. MN: Rinehart & Winston. MN: Rinehart & Winston

Ixer, G. (2003) Developing the relationship between reflective practice Ixer, G. (2003) Developing the relationship between reflective practice & social work values. & social work values. Journal of Practice TeachingJournal of Practice Teaching, 5, 1, pp 7-22., 5, 1, pp 7-22.

Johns, C. (2000). Johns, C. (2000). Becoming a Reflective PractitionerBecoming a Reflective Practitioner. Oxford; Blackwell. Oxford; Blackwell

Kolb, D. (1984) Kolb, D. (1984) Experiential Learning. Experiential Learning. New JerseyNew Jersey

Schon, D. (1983) Schon, D. (1983) The Reflective PractitionerThe Reflective Practitioner. London: Temple Smith. London: Temple Smith

Tate, S. & Sills, M. (eds) (2004) p 126 Tate, S. & Sills, M. (eds) (2004) p 126 The Development of Critical The Development of Critical Reflection in the Health Professions. Reflection in the Health Professions. London; Higher Education London; Higher Education AuthorityAuthority

PDJ Entry 1PDJ Entry 1

• What are your hopes & aspirations at the What are your hopes & aspirations at the start of Year 2?start of Year 2?

• Do you foresee any potential problems in Do you foresee any potential problems in fulfilling the course requirements?fulfilling the course requirements?

• What support would help to overcome What support would help to overcome these problems?these problems?