1 / 24

Reflective Practice

Reflective Practice . 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. Definition.

aria
Download Presentation

Reflective Practice

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Reflective Practice

  2. 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

  3. 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).

  4. Kolb's Experiential Learning Theory

  5. 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)

  6. Learning Cycle

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

  8. 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

  9. 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

  10. 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

  11. 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

  12. Recognising Domains of Learning • Bloom's Taxonomy: • 1.Cognitive Domain – knowledge based • 2. Psychomotor domain – skills based • 3. Affective domain – attitudes, feelings

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

  14. Relevance to Career Path • Employers look for • self-reflective people with: • Skills of analysis, • Interpersonal skills, • self development, • critical reflection on performance

  15. 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

  16. Professional Development Plan (PDP)

  17. 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

  18. 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

  19. The Assignment • Part A: In a session with your SSF tutor to discuss the feedback from your semester one work, Select a higher-level academic skill you wish to develop and outline a plan for development.

  20. 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

  21. 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.

  22. 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?

  23. 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.

  24. 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

More Related