Reflective Practice

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Reflective Practice
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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
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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).

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Kolb's Experiential Learning Theory
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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)

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Learning Cycle
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Personal Reflections

• Priorities?
• Time management?
• Motivation?
• Direction?
• Strengths / Weaknesses?
• Identifying problems
• Developing an action plan

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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

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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

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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

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How to become a reflective learner

• 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

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Recognising Domains of Learning

• Bloom's Taxonomy
• 1.Cognitive Domain knowledge based
• 2. Psychomotor domain skills based
• 3. Affective domain attitudes, feelings

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Cognitive domain

• lowest level knowledge recall of data
• comprehension
• Application
• Analysis
• Synthesis
• Highest level - Evaluation critiques,
  judgements about value of ideas

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Relevance to Career Path

• Employers look for
• self-reflective people with
• Skills of analysis,
• Interpersonal skills,
• self development,
• critical reflection on performance

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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

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Professional Development Plan (PDP)
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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

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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

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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.
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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

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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.

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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?

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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.

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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