Reflective Practice and theory

BAPP 3014 Student FeedbackStudent Number 11011468

Intended Learning Outcomes

1. Critically explore the developing professional in relation to self-evaluation.

2. Critically analyse and evaluate significant areas of professional importance.

3. Develop, implement and critically evaluate a self-evaluative strategy recognising professional success and future directions.

4. Critically evaluate and range of reflective models to inform the student’s reflective process.

A General DescriptorDemonstrates an ability to develop appropriate independent interpretations in relation to models and perspectives of reflection. There is recognition that evaluation is about the formulation of personally meaningful judgements on the basis of currently available evidence. Learning has relevance and meaning for the student beyond their own discrete sphere. The conception of effective practice will be evidence informed but will embrace personal values and may involve challenging established protocols and practice. The distinctiveness of A grade work is in the students’ ability to develop and sustain personal judgement which extends beyond the limits of the task and thus includes creative and original elements. This involves independent interpretation of the task, setting it in a broader value-based or theoretical context and setting judgements within the recognition of the limits of knowledge. This is based in comprehension of the task, the use of the full range of resources and in the ability to analyse, explain, evaluate and challenge evidence available.ProcessEvidence is collected from a full range of relevant sources. Interpretation of sources is informed by independent personally meaningful judgement that indicates autonomous learning. Practice is shaped by a clear commitment to professionalism, ethical practice, inclusivity and on-going personal development.OutcomesWork is relevant to the task and provides a range of responses. The work demonstrates evidence of the ability to synthesise, evidence and to evaluate conflicting evidence to reach a novel, independent personal resolution. Students successfully demonstrate relationships between knowledge or analysis derived from different contexts. The work demonstrates the ability to communicate the material clearly, articulately and persuasively.

B General DescriptorDemonstrates an active attempt to abstract meaning and synthesises material in developing an interpretation of the task or evidence. Students take responsibility for their learning; evaluation is about forming, building and substantiating a judgement even at higher levels in complex situations or where evidence is partial. The conception of satisfactory practice at a B grade is about being able to explain the evidence and value base for practice and why rules, protocols and practice are appropriate. Students will be able to develop and sustain personal judgement within the limits of the task set. They will demonstrate comprehension of the task and synthesise, explain and evaluate the evidence available. A wide range of sources relevant to the task will be used and will be located within the critical interpretation of the task. ProcessEvidence is collected from a wide range of relevant sources and is presented clearly and coherently. Students take an active role in in providing a meaningful response to the task through evaluation and interpretation. Practice is informed by personal values of professionalism, ethical practice and inclusivity and on-going development. OutcomesThe work submitted is relevant to the task and provides a range of responses. The work demonstrates evidence of the ability to synthesise evidence and to assess conflicting interpretations to reach an independent, coherent resolution. The work is communicated clearly and effectively, using a logical, progressive structure.

C General DescriptorDemonstrates an ability to collect expert opinion, and able to prioritise the materials, skills or procedures which are needed. Evaluation is about choosing between many equally valid, or equally uncertain alternative expert answers. Satisfactory practice of a C grade would be students being able to demonstrate comprehension of the task and an ability to collate a range of expert opinion. A range of sources relevant to the task will be used and evaluation undertaken within the range of received opinions.ProcessEvidence is collected from a range of relevant sources. Students report or recapitulate the material in a structured and relevant manner with some partial evaluation of it. There is recognition of the complexity of academic debate. OutcomesThe work demonstrates relevance to the task and provides a range of responses to it. Descriptions appear sequential and free-standing rather than reflective and related, but will, in themselves provide a clear and generally coherent account. Sources are referenced suing the appropriate scholarly conventions. Some evaluation is undertaken, possibly in terms of choosing the range of expert opinion reported. The work demonstrates the ability to communicate the material through the appropriate format.

D The grade is based on receiving material provided by others, and the transmission of it. The student demonstrates an underlying belief that there is a single outcome to the task set and evaluation is about the expression of opinion based on the received ‘correct’ answer. This is the basic level of attainment required of an honours degree graduate. The work will

Student Number: 11011468

demonstrate comprehension of the task but will be dependent upon some received opinion and resource. Some, sometimes unsubstantiated evaluation will be offered in terms of proposing and supporting a simple ‘single right answer’. ProcessEvidence is characterised by gathering some relevant material. There is reporting and recapitulation of material and/or expert opinion rather than transforming it. There is a tendency to reduce academic debate to simpler ‘black and white’ options. OutcomesThe response demonstrates basic relevance to the task but provides a limited range of responses to it. The responses seek to provide a factually accurate answer. Sources of evidence are referenced in a way which allows the reader to locate them. The work conveys much of the material through appropriate formats.

E-H Fail E-HWork which fails to attain a pass standard can fall into a variety of different categories. Such work normally demonstrates partial awareness and comprehension of the task, is largely descriptive, offers unsubstantiated opinion as evaluation, has some factual inaccuracy and is dependent upon a restricted range of sources. Further details of E-H grades in relation to process and outcomes can be found in the BAPP Generic Grade Descriptors in the Course Handbook

Additional tutor comments:

Strengths:

Areas for development

Mark awardedTutorDate


With reference to your own practice (current, past or future) and with reference to relevant literature, critically apply a model or theory of reflection to inform your professional development.

Reflection and reflective practice are currently at the forefront of consideration by the government and education authorities as a means of providing high quality teaching thus raising teaching standards (Rogers 2001; Zwozdiak-Myers 2012). Effective reflection promotes professional development and underpins practice (Gray 2013; Reed and Canning 2010). For this reason it is not surprising that there are a multitude of explanations of what it means to reflect (Ghaye 2011). That being said, there appear to be similarities across many of the theories and personal opinions relating to reflection. A link between feelings and reflection has been made by many, and many opinions highlight a sense of negativity surrounding it (Ghaye 2011). However it is important to ensure that reflection incorporates positive experiences too (Adams 2009).

In order to take part in effective reflection, practitioners must be able to make sense of their experiences (Oelofsen 2012). This perspective supports the statement that reflection is a personal process (Rogers 2001) that can be approached in a variety of ways, individuals following a process that meets their own needs. This could explain the multitude of theories of reflection. Some of them will be discussed within this assignment. However, to enable deeper and critical analysis, the main focus will be placed on Schon (1983).

The approach to reflection that is demonstrated in Schon’s (1983) theory appears to be a simplistic one, but can cause confusion in practitioners and limit the development that can take place (Convery 1998). However, it does provide a model of reflection that can be related to by many people (Wieringa 2011). The simplicity of the model is in the suggestion that reflection takes place either during an experience (‘in action’) or after an experience (‘on action’). There is no explanation of any further processes to enable effective reflection, which could be the cause of confusion (Convery 1998). Where other models of reflection offer a cyclical process with descriptors of the actions to be taken to complete the cycle, Schon (1983) suggests that such models are restricting and too reliant on other people. Relying on others to participate in reflective discussions can be restricted by other commitments and time issues. However, involving others in this process and engaging in conversation, supports the theory of Vygotsky (Reunamo and Nurmilaakso 2007) that social dialogue, feedback and knowledge of others promotes individual development. Schon (1983) discusses other elements of reflection, such as enabling problem solving, although they are not mentioned within his model. What can be learnt from reflection if an issue is not highlighted and a plan developed to resolve it is open to question.

Without examining the processes that follow initial reflection, it is feasible that many people will not reflect effectively but merely ‘pause for thought’ occasionally (Thompson and Pascal 2012). To maximise the effectiveness of reflection, a model that can be engaged with should be followed (Stonehouse 2011). Note-making, questioning, observing and engaging with role-models can be used as means of reflecting on an experience (Rogers 2001). That being said, any model that is


followed should be done so naturally, without enforcement, to maximise its value (Appleby and Andrews 2012).Another aspect that could be given consideration is the perception of what reflection is and how it relates to learning. Schon (1983) suggests that learning occurs from the reflection or the learning that takes place. This would seem to be a repetitive cycle of

events although it is not demonstrated within the visual summary of the reflective model (Fig,1). Kolb (1984) offers the outlook that reflection is part of the learning process, emphasising that it is not a separate entity. Furthermore, Gibbs’ (1988) reflective model depicts the process of reflection as a whole

collaboration, not as part of the learning process. However, each demonstrates their model as a repetitive cycle, highlighting the importance they place on continuity of reflection. When considering models of reflection in relation to my own practice, none incorporates every stage that is gone through to complete the reflection process. For this reason, elements of different models will be combined to create a personalised model (Appendix 1).

The suggestion that reflection takes place during an experience (Schon 1983) is something that I can relate to. An example of this occurred recently when a group of children were waiting for the rest of the class to finish a task so I offered to read a story. The children chose which story but after a short time it was apparent that the story was not age-appropriate and the children were not engaged. The method of storytelling was adapted but there was still no increase in engagement. Aware that if there was no improvement the children were likely to become increasingly restless, the offer was made that we end the story and sing some songs. Almost instantaneously all the children sat together and demonstrated great enthusiasm and remained focused for the rest of the time. The ability to identify when children are becoming disengaged, and adapting practice demonstrates professionalism and is key to working with young children. Moreover, it highlights the ability of being able to spontaneously create new experiences for children.

When researching reflective practice for a previous assignment, the Kolb reflective cycle was used as the foundation for linking theory and practice. Having examined different models of reflection on this occasion, only the element of ‘abstract conceptualisation’ (Kolb 1984) is included as part of this personalised model of reflection (Appendix 1). Once reflection in action has taken place and a revised or wholly new experience is provided for the children, abstract conceptualisation has taken place. The next stage in the new cycle (Appendix 1) is often seen in reflective models. Evaluation is an important part of the reflection process to be able to identify how successful practice has been. There are a variety of ways in which this can be approached but for the purpose of this cycle, structured questioning has been decided as the most natural method, following Johns (2013) suggestions. Focussing


Fig.1 Schon’s Model of reflection.

(Schon 1983)

on just three simple aspects for evaluation at an early stage of reflection can support deeper, higher quality reflection rather than trying to think of everything briefly. Considering all of the available options and the possible outcomes of these in response to an experience can inform planning as a result of reflection in action and abstract conceptualisation. As an Early Years practitioner, observing children’s independent learning is a key aspect to supporting their development (Early Education 2012) and I believe should be included in this cycle as a means of enhancing professionalism.

For this reason, the next phase of this model is to observe. Even in a situation such as previously described, children can be observed. It was an impromptu participating observation (Oliver 2010)) that highlighted the lack of engagement during the story, which led to the abstract conceptualisation (Kolb 1984) and implementation of song-time. Evaluation of the situation highlighted that the situation could have been dealt with more effectively initially, but realising that the story was not engaging the children and changing the activity was the correct response. Alternatives to the option of singing together were to offer independent access to books, change to a different book or begin a ‘circle time’. These options were disregarded as the area that was being occupied was not appropriate for independent reading and the level of disruption among the children was such that an independent activity was likely to lead to high noise levels. I felt that a different book for group reading was also likely to be unsuccessful in engaging the children as that was what had caused the disengagement initially and that it would be better to completely change the activity. Circle time was dismissed as an option as the other children in the class were frequently re-joining the group and that would be disruptive to the nature of circle time. In my experience, action songs and nursery rhymes are very effective at engaging children and it is easy for others to join in without causing additional disruption.

After returning to the classroom the series of events was discussed with colleagues and reflection on action (Schon 1983) took place. This is another approach that should be common practice, and the results of it can be incorporated into planning and support professional development (Ashby 2006). Sharing the events, and the feelings and thoughts that ensued enabled me to identify what could be done in future to prevent the restlessness occurring. I then set myself the target of ensuring that I will be more organised in future so that I would have suitable resources ready for use and a plan in place to be able to engage the children in a similar situation. Having a target or goal to work towards will increase the chances of success, as a sense of achievement and pride will occur if accomplished. This statement is made with confidence from past experiences, and supports the theory of Dweck (Elliot and Dweck 1988) who claims that an individual will work hard and learn better if there is a target or goal to reach at the end of it. In order to support this achievement, some form of planning will need to take place to ensure understanding of what needs to be done for success. Completing the cycle in this manner incorporates Gibbs (1998) final stage of reflection which to develop an action plan.

Within the model of reflection that has been created (Appendix 1), the cycle of formative assessment that is depicted within the Early Years Foundation Stage Development Matters (Early Education 2012) document can be identified: observe,


assess, plan. The cycle shows that in order to fully support a child’s learning and development their actions must be observed, an assessment made and learning opportunities planned accordingly (Early Education 2012). Therefore not only does this model of reflection promote and support professional development for a practitioner, but also the learning and development of the children within the practitioner’s care. For me, that is the key factor as it is my feeling that if I am supporting the children in my care to the best of my ability, I am learning and developing as a professional.


Reference List

Adams, K. (2009) Behaviour for Learning in the Primary School. [e-book]. Exeter, Learning Matters. Available from: MyiLibrary. [Accessed 21 September 2014].

Appleby, K. and Andrews, M. (2012) Reflective practice is the key to quality improvement. Implementing quality improvement and change in the early years. London: SAGE

Ashby, C. (2006) Models for reflective practice. Practice Nurse. [Online] 32 (10), 31-32. Available from: EBSCOhost. [Accessed 31 October 2014].

Convery, A. (1998) A teacher's response to `reflection-in-action’. Cambridge Journal Of Education [Online] 28 (2), 197-205. Available from: EBSCOhost. [Accessed 31 October 2014].

Elliot, E. and Dweck, C. (1988) Goals: An approach to motivation and achievement. Journal of personality and social psychology. [Online] 54 (1), 5-12. Available from: EBSCOhost. [Accessed 2 November 2014].

Ghaye, T. (2011) Teaching and Learning through Reflective Practice: A practical guide to positive action. Second Edition. [e-book]. Oxon, Routledge. Available from: Dawsonera. [Accessed 21 September 2014].

Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods. London, Further Education Unit.

Gray C. (2013). Reflective practice: experiential learning in the early years. International Journal of Education. [Online] 21 (1), 1-3. Available from: Taylor and Francis online. [Accessed 21 October 2014].

Johns, C. (2013) Becoming a reflective practitioner. Fourth edition. [e-book] Oxford, Wiley Blackwell. Available from: Dawsonera. [Accessed 2 November 2014].


Kolb D. A. (1984). Experiential Learning experience as a source of learning and development. New Jersey, Prentice Hall.

Oelofsen,N. (2012). Developing practical reflective skills (1/2) Personal learning. British Journal of Healthcare Assistants. [Online] 6 (6), 294-297. Available from: EBSCOhost. [Accessed 30 October 2014].

Oliver, P. (2010). Understanding the Research Process. [e-book] London, SAGE Publications. Available from: Dawsonera. [Accessed 02 November 2014].

Reed, M. and Canning, N. (2010) Introduction. In: Reed, M. and Canning, N. (eds.) Reflective practice in the early years. [e-book] London, SAGE Publications. Available from: Dawsonera. [Accessed 30 October 2014].

Reunamo, J. and Nurmilaakso, M. (2007) Vygotsky and agency in language development. European Early Childhood Education Research Journal. [Online] 15 (3), 313-327. Available from: Wiley Online. [Accessed 31 October 2014].

Rogers, R. (2001) Reflection in Higher Education: A Concept Analysis. Innovative Higher Education. [Online] 26 (1), 37-57. Available from: EBSCOhost. [Accessed 30 October 2014].

Schon, D. (1983) The Reflective Practitioner – how professionals think in action. United States of America, Basic Books.

Smith, E. (2011) Teaching critical reflection. Teaching in Higher Education. [Online] 16 (2), 211-223. Available from: Taylor and Francis. [Accessed 31 October 2014].

Stonehouse, D. (2011) Using reflective practice to ensure high standards of care. British Journal Of Healthcare Assistants. [Online] 5 (6), 299-302. Available from: EBSCOhost. [Accessed 14 October 2014].

Thompson, N. and Pascal, J. (2012) Developing Critically Reflective Practice. Reflective Practice. [Online] 13 (2), 311-325. Available from: Taylor and Francis. [Accessed 26 October 2014].

Wieringa, N. (2011) Teachers’ Educational Design as a Process of Reflection-in-Action: The Lessons We Can Learn From Donald Schön’s The Reflective Practitioner When Studying the Professional Practice of Teachers as Educational Designer. Curriculum Inquiry. [Online] 41 (1), 167-174. Available from: Wiley Online. [Accessed 31 October 2014].


Zwozdiak-Myers, P. (2012) The Teacher’s Reflective Practice Handbook: Becoming an extended through capturing evidence-informed practice. [e-book]. Oxon, Routledge. Available from: Dawsonera. [Accessed 30 October 2014].



Event/experience

Reflect during event/experience

Set target and form plan

Discuss, evaluate and assess with others

Reflect back on event/experience

Adjust or change activity accordingly

Evaluate

Observe independent responses

The direction taken at this central point of the model can be decided by the individual

Appendix 1 – New model of reflection

Documents

Reflective Practice and theory