The Art of Reflection

1. The Art of Reflection Harriet Richmond Education Development Unit

2. Outline of the session 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

3. Why do you think we�re using reflection? In pairs, and using the post-it notes provided: What do you hope to get out of attending this session? Agree on what you think �reflection� is Agree on what you think you�re being asked to do when you�re asked to reflect in an academic setting

4. An �everyday� definition of reflection Reflection is a form of mental processing � like a form of thinking � that we use to fulfil 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) Highly contestable term - Different people have different understandings �Purposeful� Involves complex issues Further processing =? integration no obvious solution Highly contestable term - Different people have different understandings �Purposeful� Involves complex issues Further processing =? integration no obvious solution

5. 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)

6. Why are we using reflection? Some questions: Which person 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?

7. Key points Reflection is focused thought, focussing 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

8. Differences between �academic� writing and reflective writing 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

9. 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 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 writer There may be a purpose but it is more of a direction (rather than a title) that predicts the outcome Comparing essay writing and reflective writing

10. Comparing essay writing and reflective writing Essay writing There will be a conclusion Usually �one-off� and �handed in� Writing style is usually objective A result of a thinking process � tidily ordered Reflective writing There may be a conclusion in that something has been learnt Part of a process that takes place over time Writing style likely to be subjective with use of the first person �I� Usually involves the process of thinking and therefore not always tidily ordered

11. Understanding the difference between description and reflection Choose one of the images provided Using the chart provided, distinguish between: 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

13. Example

14. Descriptive writing vs. reflective writing In pairs, read the two accounts provided: Which one is the descriptive account? How does the reflective account differ from the descriptive account?

15. Descriptive writing vs. reflective writing Account 1: The presentation This account is descriptive and it contains little reflection. The account describes what happened, sometimes mentioning past experiences, sometimes anticipating the future � but all in the context of an account of the event. There are some references to Marianne�s emotional reactions, but she has not explored how the reactions relate to her behaviour. Ideas are taken on without questioning them or considering them in depth. The account is written only from Marianne�s 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.

16. Descriptive writing vs. reflective writing Account 2: The presentation This account shows quite deep reflection and incorporates a recognition that the frame of reference with which an event is viewed can change Self questioning is evident deliberating between different views of her own behaviour Marianne takes into account the views and motives of others and considers these against her own. She recognises how prior experience, thoughts (own and other�s) interact with the production of her own behaviour. There is clear evidence of standing back from an event. She helps herself to learn from the experience by splitting off the reflective processes from the points she wants to learn There is 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.

17. 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

20. Types of Reflection Evaluative reflection: Usually open-reflection based upon capturing development over time, e.g. �the last time I��� Example exercise: �Ten things I have learned since starting my placement�.�

21. 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

22. Other kinds of reflection Synthetic reflection Highlighting themes over time � review any reflections you have made already and identify themes Example exercise: Asterisk your diary

23. 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 Pay attention to the assessment criteria � this will help to guide and structure your reflection

24. 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 the conversation down as you imagine it but begin with the mentor saying �What did you learn today?�

25. References Cottrell, S (2003) Skills for Success: The Personal Development Planning Handbook London: Palgrave Macmillan Moon, J.A. (1999) Reflection in learning and professional development London:Kogan Page Ltd. Schon, D.A. (1984). The reflective practitioner: How professionals think in action. London: Basic Books. University of Salford Progress Files website � guidance on reflection http://www.edu.salford.ac.uk/scd/progfile/student/undergrad/ugreview/index.php