Using Reflective Learning Summaries

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Using Reflective Learning Summaries to Promote
Deep Learning
Dr Brenda Clare University of Western
Australia bclare_at_cyllene.uwa.edu.au
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Looking Back

• The work of Howe and Gardiner
• Conceptual confusion
• A teacher-centric approach
• Reliance on assertion, assumption and anecdote
  (Howe 1989)

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Levels of Learning

• Surface learning extrinsically motivated,
  reproductive
• Strategic learning well organised, clever
  surface learning
• Deep learning intrinsically motivated,
  creative, personalised understanding

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Why Deep Learning?

• Facilitates self-trust as a learner avoids
  hierarchy of knowingness
• Allows for both self- and other-referentiality
  an essential aspect of reflexivity
• Prevents toxic openness and besieged
  closedness

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Achieving Deep Learning

• An outcome of the teaching-and-learning
  enterprise
• A response to
• Content
• Process
• Assessment
• As perceived by learners and teachers

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Content

• Relevant
• Integrated
• Manageable

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Process

• Dialogical
• Grounded in practice
• Transparent

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Role of Teachers

• To assist students
• To move between the general and the particular
• To begin to formulate their own views in
  public
• and
• To think critically.

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• To help students to learn to learn and to
  transfer both content and process of learning to
  new and different stages
• (Gardiner 1988)

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Assessment as Critical Reflection

• Learning summaries
• Demand for intellectual rigour
• A scaffold approach guidelines as a starting
  point for personalised meaning construction

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• Three levels of analysis, within overall Unit
  framework
• Philosophical and theoretical learning
• Learning about social work
• Learning about themselves as beginner
  practitioners

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Learning Outcomes

• Multidimensional thinking
• Dialogical engagement with new knowledge
• Deep learning

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Practice Vision

• Statements of commitment
• Integration at an identity transition

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Looking Back, Looking Forward

• it shows how I have perceived my journey
  through my studies at university, how this has
  evolved and where I locate myself in terms of my
  personal and professional development. It also
  includes another very important aspect, which are
  my hopes for the future. Therefore, one
  important aspect I have to offer to prospective
  employers is reflective practiceKeeping an open
  mind and perspective is one thing I will
  definitely need to hold in high consideration

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Professional Persona

• the inner square These are what informs me and
  drives me to be the person I am, decisions I make
  and the way I behave towards others. The
  external square is how I seek to practice social
  work as a professional. They are directly
  influenced by my core identityThe framework
  summarizes what I identify as key themes of
  social work. It is the product of my
  internalization of theoretical knowledge,
  practical skills combined with the uniqueness of
  my being.

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Ontological Security

• Knowing through being
• Secure unknowingness from insecure knowingness

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The Demand for Work

• The depth and breadth of the learning this
  semester has challenged me emotionally and
  intellectually. The themes which we have explored
  in the lectures, seminars and readings have been
  emotionally provocative at times and the
  processing of these has required some 'emotional
  labour' as well as some intense cognitive labour
  often as a parallel process.

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The End Result

• By identifying and naming a personal practice
  philosophy, I can see that I have created a
  starting point for myself which will guide me in
  all apexes of my practice. The values imbued in
  my personal vision statement can help to guide
  (me) through what sometimes seems like a jungle
  of complex demands, challenges and pitfalls. I
  can see myself writing this down in my diary when
  I begin work and referring to it when I am
  immersed in 'the cold light of actual practice'

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