becoming a reflective practitioner louise livesey academic skills adviser this workshop will......
TRANSCRIPT
Becoming a Reflective Practitioner
Louise Livesey
Academic Skills Adviser
This workshop will...− Introduce the key ideas within reflective practice− Explore methods for engaging in meaningful reflection− Examine some of the key models used for reflection and
discuss strengths and weaknesses of them.
The Plan…
1. What reflection is
2. Components and stages of the reflection process
3. Reflective skills
4. Models of reflection
“Those who cannot remember the past are condemned to repeat it.”
1.What reflection is
George Santayana
What reflection is and its importanceWhat is it? Why is it important?
- The ability to use past experience to inform future action.
- The active allocation of time to this review of past experience.
- During this time, the analysis of that past experience to identify its features, components, causes and effects.
- The identification of where help, improvement, knowledge or support can be gleaned from.
- The commitment to an idea that nothing is perfect – everything can be built upon.
- You don’t rely on others to learn, grow and improve.
- You take forward positives and develop strategies to deal with negatives.
- It adds to your critical thinking toolkit.
- It improves the experience of those you serve, help or work with through your self-development.
- Graduate-level professions rarely want unthinking people who cannot learn from mistakes or enhance the field they work in.
1.What reflection is
Reflection is NOT…
X Conveyance of information, instruction or argument
X Straightforward description
X A straightforward decision
X Simple problem-solving
1.What reflection is
Three components of reflective practice
Action
An experience
Reflective processes
That results from new perspectives taken
Things that happento a person
That enable a person to learn from experiences
2.Components and stagesof the reflection process
(Jasper, 2013:3)
Change
Self-awareness
Description
Critical analysis
Synthesis
Evaluation
Skill Cycle
3.Reflective skills
Skills required for reflection
• Description: who, what, when and summarising
• Synthesis: Small detail to big pictures, and making connection
to develop new thinking • Change: making choices
• Critical analysis: dissect, evaluate, decision
• Evaluation: judgements
• Self-awareness: how affect and affected by a situation
3.Reflective skills
Three models
• The Three ‘whats’: example• Kolb’s cycle of reflection:• Gibb’s cycle of reflection: Activity 3
Strengths and weaknesses?
4.Key reflective models
Atkins S, Murphy K. (1993) Reflection: a review of the literature. Journal of Advanced Nursing. 18: 118-119
Blomfield R. Hardy. In Trender L & Reynold S, Eds (2000) Evidence Based Practice- A Critical Appraisal. Oxford: Blackwell Science.
Eraut M. (1994) Developing Professional Knowledge and Competence. Abingdon: Falmer
International Association of Firefighters. (2004) What is the Tuckman model of team development? Washington: International Association of Firefighters. [online] Available at:
https://www.iaff.org/ET/JobAid/LHRC/What_is_the_Tuckman_Model_of_team_development_.htm [Accessed 18.2.14]
References
Brigden, D. and Purcell, N (2014) Focus: Becoming a reflective practitioner. York: Higher Education Academy. [Online] Available at:
http://www.heacademy.ac.uk/resources/detail/subjects/medev/Focus-_Becoming_a_reflective_practitioner [Accessed 17.2.14]
Jasper, M. (2013) Beginning reflective practice. 2nd ed. Andover: Cengage Learning.
Moon, J.A. (2004) Reflection in learning and professional development. 2nd ed. London : Routledge.
Moon, J.A. (2009) A handbook of reflective and experiential learning : theory and practice . Abingdon: RoutledgeFalmer.
Perkins E.R. (2006) ‘Training and Education’. Evidence Health Promotion. UK: Wiley
Spiro, J., Williams, K., and Woolliams, M. (2012) Reflective Writing. Basingstoke: Palgrave Macmillan.
Taylor, J.L., and Svensson, J. (1999) Radiography Student Guide Cambridge: Anglia Polytechnic University.
References
Academic Skills Advice Service
• Where are we? Chesham Building B0.23• What do we do? Support undergraduate students with
their study skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice.
• Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops
• When can you come for help? Everyday both face to face and on-line
• How do I get in touch? Email: [email protected] or website www.brad.ac.uk/academic-skills
Any questions?