glenys hook critical thinking and reflective learning
TRANSCRIPT
Glenys Hook
Critical Thinking and
Reflective Learning
“…reflection in the context of learning is a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations” Boud 1985
Reflection
What is Reflective Practice?
Taking the opportunity to think about the work you are doing, as you do it, or after you have done it.
‘… looking back on an experience and making sense of it to identify what to do in the future.’
(Drew and Bingham, 2001 p221)
‘…do something, think about it what you did, come to conclusions about what you did and plan to try again.’
(Kolb 1984)
‘ The art of writing things down helps you to clarify your thoughts and emotions, to work out strategies, and to focus on your development and progress…’
(Cottrell, 2001 p67)
This can be done in a ‘weblog’, or blog – you will need to:
reflect on personal, academic and professional development
For assessment, keep four entries Start of module – expectations, skills Report assessment experiences Presentation assessment experiences End of module – the full experience!
Why should you be reflective practitioners?
To enable professional development The ‘knowledge’ economy Continuous professional development
To maintain quality Reflecting on what went wrong and why
= improvement Reflecting on what went well and why =
good practice
Reflection
Reflection then includes hard systematic thinking and a soft initiative insight, leading to a plan of action based on critical evaluation of all the available evidence.
Don’t just think about what went wrong/well and why – also plan to improve skills if necessary, or to use those skills in future events
Assessment
A 'reflective practitioner' is someone who does something and is automatically reflective
Reviews what happened and asks 'why?', 'how?’, ‘where?’,’ what?‘
What skills can you take forward/ need to improve/develop?
How will I do this? The best practitioners are constantly learning,
evaluating and refining their practice, even after years of experience.
The next stage is to apply what you have learned from one situation to the next
What can reflective practice do for me?
Enhance your self awareness Develop creative answers to difficulties Enhance your problem solving skills Enhance your ability to evaluate Enhance your ability to action plan for
success Make you an effective manager
Kolb’s Learning Cycle (1984)Taking stock
What do I know?Individual
ReflectionWhat do I need to
know?Contextual
Feedback/ evaluationHow much and how well do I
understand?Relational
PlanningHow can I take my learning further?Developmental
Reflection on Practice (Ghayle 1998)Navel Gazing Learning from the
day’s chaosTalking about what you do with others
Learning from experience
Reasoning Remembering when
Being honest with yourself
Becoming more aware
Constructive criticism
Improving what you have done
Doing it after a lesson
Understand your feelings
Re-assembling what you do
Questioning yourself
Letting go of personal prejudice
Something done by reflective practitioners
Gaining confidence in your work
Hard work
The latest bandwagon
What you do academically
Dwelling on mistakes
Justifying what you do
Personal growth Helping you to see what you would or would not do again and why
“An investigation whose purpose is to explore a situation, phenomenon, question, or problem to arrive at a hypothesis or conclusion about it that integrates all available information and that can be therefore be convincingly justified” Kurfiss 1988
Critical Thinking
CT as a process (Cottrell 2005) Identify other people’s positions/ arguments/
conclusions Evaluate the evidence for alternative points of
view Weigh up opposing arguments/ evidence fairly Read between the lines Identify false/ inaccurate assumptions Recognise techniques to make certain positions
appealing Reflect on issues in a structured way, bringing
logic to bear Draw conclusions- valid/ justified Present a point of view
Benefits
Improved attention and observation
Integration of theory and practice
New and expanded knowledge
Safe and effective practitioners
Protection of the public Context of practice Changing needs Ownership and responsibility Ability to identify key points
in a text/ message
Stimulates enquiry, increases self awareness. Develops analytical skills Encourages learning Assists practice teachers
in analysing the quality of the student’s competencies
Implications for future practice.
Focused reading Ability to respond to
appropriate points in a message
Barriers to Critical Thinking (Cottrell 2005)
Misunderstanding of what is meant by criticism
Over estimating personal reasoning abilities
Lack of methods, strategies, practice Reluctance to critique experts Affective reasons Mistaking information for understanding Insufficient focus and attention to detail
Models
Critical Analysis (Edwards 1998) Re-evaluation (Boud 1985) Reflection in and On Action (Schőn 1987) Gibbs 1998 Driscoll 1994 Johns 1995
Reflecting in and on Action (Schőn 1987)
In Action: practising, influences decisions and care at
that moment, Promotes skilled and flexible responses of
the expert practitioner On Action: After the event, views different
interventions, adds knowledge Promotes development of professional skills
and knowledge
Gibbs reflective cycle( 1998)
Description – what happened? Feelings- what were you thinking and
feeling? Evaluation- what was good and bad about
the experience? Analysis: what sense can you make of the
situation? Conclusion- what else could you have
done? Action plan- if it arose again what would
you do?
Driscoll’s model of reflection ( 1994)
WHAT? Returning to the situation SO WHAT? Understanding the context NOW WHAT? Modifying future outcomes
Barriers
Matter of choice Adoption of a reflective approach Organisational structure which inhibits
rather than encourages reflection Resistance to change Lack of time Past negative experiences/ presumptions Lack of self awareness/ intervening skills Other’s expectations Negative factors which impede learning
References and Bibliography
Boud D, Keogh R& Walker I edit (1985) Reflection: Turning Experience into Learning. London Kogan Page
Cottrell S. (2005) Critical Thinking Skills. Basingstoke. Palgrave Macmillan
Edwards SL (1998) Critical thinking and analysis: a model for writing assignments. BJN 7(3) 1590166
Gibbs G (1988) Learning by doing: a guide to teaching and learning methods. London FEU
Driscoll JJ (1994) Reflective Practice for Practise- a framework of structured reflection for clinical areas. Senior Nurse 14 (1) 47-50
Ghaye A & Ghaye K (1998) Teaching and Learning through Critical Reflective Practice. London Fulton Publishers
Johns C (1995) The value of reflective practice for Nursing. JCN 4, 23030
References and Bibliography Johns C (2000) Becoming a reflective Practitioner. Oxford
Blackwell Science Kolb DA (1984) Experiential Learning: experience as the source
of learning and development. New Jersey Prentice Hall. Moon J (2004) A Handbook of Reflective and Experiential
Learning: theory and practice. London Routledge Falmer Osterman K& Kottkamp R () Reflective Practice for Educators. 2nd
edit. California Corwin Press Palmer AM, Burns S& Bulman C (1994) Rrflective Practice in
Nursing: the growth of the professional practitioner. Oxford Blackwell Science
Scaife J (2010) Supervising the reflective Practitioner: an essential guide to theory and practice. London Routledge
Schőn DA (1987) Educating the Reflective Practitioner. San Francisco Jossey Bass.
Thompson S& Thompson N (2008) The Critically Reflective Practitioner. Basingstoke Palgrave Macmillan