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Enhancing Learning Through Reflective Practice

Reflection is a crucial skill that can lead to new insights and learning opportunities. Kemmis and Johns emphasize that reflection involves reviewing, analyzing, and evaluating experiences to create action plans and foster personal growth. Types of reflection include 'Reflection-in-action' and 'Reflection-on-action' as defined by Schön. To facilitate proper reflection, a good attitude and specific skills are necessary, such as open-mindedness, self-awareness, critical thinking, and evaluation. Encouraging trainees to engage in reflective practices, like keeping reflective diaries, can deepen their understanding and learning. Making time for reflection is essential in both training and daily practice as it enhances professional development and fosters a dynamic approach to work life.

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Enhancing Learning Through Reflective Practice

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  1. in the context of the learning log entry Reflection

  2. It’s a SKILL!

  3. Reflection, reflection... Blah, blah, blah Reflecting on or during some experience in the light of know theoretical concepts or previous learning should lead to new insights into different aspects of that situation Outcome of reflection = LEARNING (Meziros, 1981)

  4. The Proper Definition • Kemmis (1985) the process of reflection is more than a process that focuses 'on the head'. It is a positiveactive process that reviews, analyses and evaluates experiences, draws on theoretical concepts or previous learning and so provides an action plan for future experiences. • Johns (1995) adds that reflection is a personal process enables the practitioner to assess understand and learn through their experiences. This results in some change for the individual in their perspective of a situation or creates new learning for the individual.

  5. Types of Reflection Schön (1987): • Reflection-in-action (thinking on your feet) • Reflection-on-action (retrospective thinking)

  6. For proper reflection, you need: GOOD ATTITUDE: • Open minded’ness • Commitment to self enquiry • Readiness to change practice • Motivation (Richardson & Maltby 1995, Gillings 2000)

  7. For proper reflection, you need: SKILLS: • Information – description or observation • Self Awareness – openness, honesty, feelings • Critical Thinking – analysis, describing own thought processes • Evaluation – synthesis of above three, describing what needs to be learned, why and how. (Richardson & Maltby 1995) = the ISCE criteria

  8. Levels/Depths of Reflection

  9. ISCE criteria • Information provided • Critical Analysis • Self Awareness • Evidence for Learning

  10. How do I get my trainee to reflect more deeply?

  11. How do I get my trainee to reflect more deeply?

  12. How do I get my trainee to reflect more deeply? • Reflective diaries • They show your theirs, you show ‘em yours!

  13. What’s wrong with doing it all in your head? • Reflection is an active process • Writing slows you down • Richardson & Maltby1995 • Zubbrizarreta1999 • Tryssenaar1995

  14. Make Time for Reflection • It’s an integral part of practice and trainees need time to develop the skill. • Make time during training and day to day practice to reflect • You can’t rush it and must be a dynamic part of working life

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