Reflective Practice and Effective Learning

Linda Dack and Alison Purdy

Objectives

Effective learning Learning preferences Learning opportunities Reflective practice Practical solutions Reflect on your learning now and

in future

Part One: Learning Effectively

Some considerationsAlison Purdy

The new challenge for learning

“In times of change learners inherit the earth while the learned find themselves

beautifully equipped to deal with a world that no longer

exists”Eric Hoffer

Think about:

What do I already know about how I or other adults learn?

As a group think about -

What were your best learning experiences? Why?

What were your worst? Why?

Your task:

Build a (proper) wall

No fewer than 5 courses

Use all the bricks

Your next task:

Include the yellow bricks in your wall

You can’t put them on the top or the bottom

You can’t change the external dimensions of the wall.

What did you do?

Take the wall to bitsPut in the yellow bricksRe-build the wallThrow away the bricks now

left overFind some new gaps

R.Hoyle 2004

Adult Learning

All knowledge is ayellow brick………

Main Points

Based on what we already know Ones own responsibility Learning must be meaningful Intrinsically driven? (Ryan 2003) Often uses a cycle Has lots of styles

Learners Plea

Don’t stifle my natural curiosity – awaken it!

Just give me the information I need not a lot of information I don’t need!

Let me think through things myself and draw my own conclusions!

Help me find contexts for the things I’ve understood!

Help me use my knowledge so it doesn't wither away and become useless!

To ponder

What types of learning experiences may be most useful?

Why?

What works for you?

Different styles.

Various ways of learning.

THEORIST

Analyse things logically.

Don’t like abigiguous or subjectivity.

Need to know background theory.

What theorists like

Logic Structure Questioning Time Conclusions Books

ACTIVIST

Experience things. Like activity. Usually have a lot

to say. Like to learn as

they go along. “In at the deep

end”

What activists like

Trial and error. Activity. Novelty. Challenge. Don’t lecture me! Get lonely.

REFLECTOR

Ponder. Observe. Action later when

considered all perspectives.

Watch first. Gather all data.

What reflectors like

Consider own/others experience. Plan Observe Reflect Don’t throw at deep end! Group activities like to watch Work well alone Like projects

PRAGMATIST

Practical Give things a go Try things out then

assess Get to the point Realistic “Get on with it!”

What pragmatists like

Problem-solving Work based learning See rewards Dislike theory Practical – like to practice, receive

feedback

What does this mean?

Is it useful to know?

Why?

How is it useful?

What can you remember?

20% of what we read 30% of what we hear 40% of what we see 50% of what we say 60% of what we do BUT 90% of what we read, hear, see, say

and do. Flanagan (1997)

How do you prefer yours?

Visual Learner

Auditory

Kinaesthetic

What have we discovered?

What types of learning experiences may be most useful?

Why?

Appraisal & Development

Plans

Evidence Based Practice

Non Taught CPD

Clinical Supervision

Reflective Practice

Portfolios

Effective Learning

(The Learning Culture)

Part Two: Reflection Linda Dack

Definitions of Reflection

Skills Needed Reflective Practice

What is Reflection?

The action of throwing back light

Mirror Image

Deep or serious consideration, recollection or remembrance

The way in which the mind has knowledge of itself

Definitions of Reflection

“Reflection is a process of internally examining an issue of concern triggered by an experience, which creates and clarifies meaning in terms of self and which results in a changed conceptual prospective” (Boyd & Fales 1983,p19)

“Reflection is a process of reviewing an

experience of practice in order to describe, analyse, evaluate and so inform learning about practice” (Reid,1993,p306)

Reflection Skills Needed

Self Awareness

Critical Analysis

EvaluationDescription

Synthesis

Experience

Experience

An experience is something that has happened to you;

The accumulation of knowledge and skills over time;

The processes that you go through when you do something.

Self Awareness

Knowing ourselves To be conscious of our character,

including beliefs, values, qualities, strengths and limitations.

Linked to reflection it allows us to see ourselves in a situation and honestly observe how we have impacted on it and how the situation has impacted upon us.

Description

State characteristics without expressing a judgement;

Recollect the important events and features of your practice;

Reconstruct the situation to review it.

Critical Analysis

To analyse something is to separate it into its parts and ask questions about them

To be critical includes judgements about the strengths and weaknesses of the parts and the whole

Evaluation

The ability to make a judgement about the value of something;

Evaluation of self or self assessment is a personal process when you examine yourself over time;

Ultimately we must judge for ourselves.

Synthesis

The process of building up separate elements into a connected or coherent whole;

When linked with reflection synthesis is the ability to integrate new knowledge, feelings attitudes with previous knowledge feelings and attitudes

What is reflective practice?

A way of learning from our experiences in order to understand and develop practice;

Three main elements: Things that happen to a person

(experiences) The reflective processes that enable you

to learn from these experiences The action that results when new

perspectives are taken

Kolb's learning cycle

Models of reflection

All models of reflection incorporate the core skills

They provide a framework for thinking about practice in a reflective way

To conclude

Lets re-cap

So it’s easy….is it not?

The new challenge for learning

“In times of change learners inherit the earth while the learned find themselves

beautifully equipped to deal with a world that no longer

exists”Eric Hoffer

“Here is Edward

Bear,coming

downstairs now, bump,

bump, bump, on the back of

his head, behind

Christopher Robin. It is, as

far as he knows, the only

way of coming downstairs,

but sometimes he feels that

there really is another way,

if only

he could stop bumping for a

moment and think of it”

Isn’t it strange?

Isn’t it strange, that princes and kingsAnd clowns who caper in sawdust rings

And ordinary folk like you and me Are builders of eternity?

To each is given a bag of tools An hour glass and a book of rules

And each must build ere time has flown A stumbling block, or a stepping stone.

(Anon.)