Reflective writing

WRITING REFLECTIVE JOURNALS

How to make sense of your field study experiences

Introduction and aims of session

To explore the idea of reflection To outline and discuss some

theories of reflection To reflect on experience and

explore the idea of writing reflectively

What is reflection?

Definition:"The process of internally examining and

exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective"

(Boyd, E. & Fales A.(1983) Reflecting learning: key to learning from experience. J. of Humanistic Psychology 23: (2): 99–117.

What is reflection?

Learning from experience: means of processing experience and using it to promote learning

Thinking systematically about past and present events/incidents and your role in them

Forming generalisations/theories A way of linking theory and practice

Gibbs’s Reflective Cycle (1988)

Description Feelings Evaluation Analysis Conclusion Action Plan

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Description

Where was I? Who else was there? Why was I there? What was I doing? What happened?

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Feelings

How was I feeling at the beginning? What was I thinking about? What did other people’s actions

make me think / feel? How did I feel about the outcome? What do I think about it now?

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Evaluation

What was good about the experience for me, the patient, others?

What was bad about the experience for me, the patient, for others?

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Analysis

‘Breaking it down’ What did I do well / not so well? What did others do well? Did it go as expected? Why / why not? What theory / research helps me

understand the experience?

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Conclusion

Could I have done anything differently?

What are the key things I have learned from this incident - about me, my performance, others and their performance?

Can this be evidence of achievement of placement outcomes / competencies?

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Action Plan

What would I do in a similar situation in the future?

What aspects of my knowledge / skills could I develop?

How will I do this? What goals can I set myself for the

future? What outcomes / competencies do I

need to focus on now?

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The What? Model of structured reflection (Driscoll 2000)

What…. ..is the purpose of returning to this

situation? ..happened? ..did I see / do? ..was my reaction? ..did other people do?

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So What? How did I feel? How did these compare with other

people’s feelings? Do I still feel the same? What were the effects of my actions? What are the positive aspects? What have I noticed about my practice? What have other people noticed about

my practice?

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Now what?

What are the implications of this analysis – for me and others?

What if I do nothing? What information / skills would I need to

cope with similar experiences? What help would I need to acquire these? What is the main learning from this

experience and reflection? Is this evidence of achievement of

placement outcomes / competencies?

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Basic things to put in place to be successful

Experiment with different approaches until you find one that ‘fits’

Commit to giving time to reflection in whatever form you choose. See it as an essential aspect to your practice rather than an ‘add on’.

Start small and work up to the big issues Be open to new ideas and new ways of

thinking Be willing to challenge your assumptions and

practices

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Reflective writing

Helps you learn from experience

Helps you build on your expertise

Developing your expertise is an important aspect of evidence based practice

Reflective writing can be used as evidence to include in your portfolio to help you achieve your placement outcomes

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Boud’s model

Returning to experience Attending to feelings: utilizing positive

feelings and removing negative feelings Re-evaluating experience: changing

perception/interpretation of the event Application of new learning in new situation

Boud D, Cohen R and Walker D (1985) Reflection: turning experience into learning. London: Kogan Page

Contexts of reflection

Internal factorse.g. your feelings, your emotions around the event

External factorse.g. the environment, other people involved, social factors such as power differentials

Outcomes of reflection

Particular: Clarification of an issue Development of a skill Problem solving Increased self-confidence

Outcomes of reflection

General: New perspectives on experience Changes in behaviour Readiness for action

B a s i c s i n a B o x

Reflective Essay at a Glance

RUBRIC Standards for WritingA successful reflective essay should• be written in the first person

• describe an important experience in your life or in the life of someone you admire

• use figurative language, dialogue, sensory details, or other techniques to re-create the experience for the reader

• explain the significance of the event

• make an observation about life based on the experience

• encourage readers to think about the significance of the experience in light of their own lives

Activity 1 Reflecting on experience

In pairs: One person to act as the `storyteller’, the other as the listener/note taker

Stage 1: Storyteller to think of an event or

incident in your last placement which challenged you

Describe the incident briefly to your partner

Partner to make brief notes

Activity 1 Reflecting on experience

Stage 2: Partner to question storyteller about their experience

What happened? What went well, and why? What went less well, and why? What would I do (differently) next

time? What insights have I gained from the

experience?

Activity 1 Reflecting on experience

Stage 3: Writing reflectively Together write a short (no more

than 1 side A4) reflective account of the incident

Use a reflective model to underpin your account

Weight your account in favour of analysis rather than description

Activity 1 Reflecting on experience

Stage 4: Feedback to group

What have you learned?

About the process of reflection? About yourself? About writing reflectively

Summary: Writing reflexively for academic purposes

Writing in the first person: not simple storytelling or description, but reflecting on your experience in relation to academic literature.

Standing back from the original experience and analyzing it as an `outsider’ – what insights have you gained?

Writing reflexively for academic purposes

Balance of description and reflection: how much description of case/patient and how much reflection on your role

Incorporating theory: how is your practice underpinned by theory?

Using learning journals/reflective diaries to aid reflection

General Guidelines

For written: Short bond paper Calibri, font 12, double space Minimum of 2 pages, max of 5 Heading:

Name and Section Entry Number and Title

JOURNAL TOPICS

No. 1 – Readiness as A Teacher No. 2 – Prior Observation of Learners No. 3 – Lesson Planning No. 4 – Lesson Preparation (IM, Help

from the CT, Working with groupmates)

No. 5 – Execution of Lesson Plan (Video Journal)