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The Art of Reflection

adapted from

Harriet Richmond

Education Development Unit

Salford

With hindsight, I realise….

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Reflection in learning Part 1 -Learning Objectives

By the end of the session students will have

•Discussed the concepts associated with reflection.

•Begun the process of identification of their own needs

•An understanding of assignment requirements.

•Reflected upon personal, professional and academic change.

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Students will have the opportunity to

Develop an understanding of reflection and why it is being used

Distinguish between reflection and other types of ‘academic’

writing

Understand the difference between ‘descriptive’ writing and ‘ ‘reflective’ writing

Find out about different methods of reflecting to help you think more reflectively

Complete an Initial Assessment activity

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Activity 1

In pairs, and using the post-it notes provided:

What do you hope to get out of attending this session?

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Activity 2

Thinking about me

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Activity 3

Why do you think we’re using reflection?

•Consider this question for a moment - by yourself!

•Then write a sentence that explains what you think reflection is.

•Then share your ideas and together compile a list of words you associate with reflection and agree

on what you think ‘reflection’ is.

Reflection in practice

• Major theoretical roots:• Dewey• Schön• Kolb

“We do not learn from experience… we learn from reflecting on experience.”

Dewey (1933)

What is reflection?

Dewey (1933: p.118) defined reflection as:

“An active persistent and careful consideration of any belief or supposed

form of knowledge in the light of the

grounds that support it and the further

conclusion to which it tends.”

Schön’s definition

Schön (1983, 1987) in his work, identifies two types of reflection

• reflection-in-action (thinking on your feet) • reflection-on-action (retrospective thinking).

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Key points Reflection is focused thought, focusing on the ways in

which you respond to, understand and develop and apply your learning in new situations.

Reflection is a way of learning from your direct experiences, rather than from the second-hand experiences of others.

This is known as ‘experiential learning’ – real activity with real consequences.

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Experiential Learning ModelLewin/Kolb (with adaptations by Moon and Zull)

Adapted from Barrett [no date]

Further definitions

Ghaye and Ghaye (1998)

“Reflection is much more than simply thinking about what you do, it is about being self critical without being destructive and overly critical.”

Moon (1999)

“Reflection is a form of mental processing

that we may use to fulfil a purpose or to

achieve some anticipated outcome…or

the outcome can be unexpected through

the reflective process.”

Moon (2004) goes on to say:

“…the evidence of learning or change of behaviour may be expected to result

from the process of reflection.”

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An ‘everyday’ definition of reflection

Reflection is a form of mental processing – like a form of thinking – that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess. (Moon, 2001)

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An ‘academic’ definition of reflection ‘Reflection is a simple form of mental processing – closely related to thinking and learning.

In the academic context, there is likely to be a conscious and stated purpose for the reflection, with an outcome stated in terms of learning or clarification.

Academic reflection is likely to be preceded by a description of the subject matter of the reflection. The process of reflection is applied to relatively complicated or unstructured ideas for which there is not an obvious solution.

In the academic context, the outcome of reflective work is likely to be written and to be seen by others and both may influence its nature. (Moon, 2001)

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Why are we using reflection?Activity 4

Some questions:

Who has the biggest influence on your life ?

Who deserves the credit for where you currently find yourself in life?

Whose advice and opinions do you tend to always act upon?

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Where do you fit in this?

Mezirow, throughout the 1990’s, argued that

it is the unique function of adult learning to bring into critical consciousness the assumptions and perspectives learned uncritically in childhood and adolescence.

Assumptions(Brookfield 1995)

• We need to be aware of those explicit assumptions that frame how we think and act.

• Need to know ourselves well and be honest with ourselves!

Levels of assumptions

• Assumptions about those things we know are true because everyone knows they are.

• Assumptions relating to what we think ought to be happening in certain situations

• Assumptions that help us understand how parts of our world works and the conditions of change.

Reflection and its role in learning

Moon (1999, 2004) describes a model1. Noticing2. Making sense3. Making meaning4. Working with meaning5. Transformative learning

Moon’s Qualities of Tasks that Encourage Reflection

• Ill-structured, ‘messy’ or real-life situations

• Asking the ‘right’ kinds of questions – no clear cut answers

• Setting challenges can promote reflection

• Tasks that challenge learners to integrate new learning into previous learning

• Tasks that demand the ordering of thoughts

• Tasks that require evaluation

What is a Reflective Diary?

• a vehicle for being reflective, which may include some factual writing, but is mainly an accumulation of material based on the writer’s process of reflection

• is written over time, rather than in one go• is based on an overall intention by the writer that their

learning will be enhanced by the process• is almost like a personal conversation • it might contain drawings, diagrams and stories• is individual and personal to each trainee – there is not

one ‘recipe’ for writing• is written with the self as audience• it encourages the development of your inner voice

Why write one?

Wolf (1989) cited by Moon (1999) states:

“In writing we capture a thought. We create order from fleeting metaphor, document meaning found in the world around us, place ourselves in time. We take something from inside ourselves and we set it out: it is a means of discovering whom we are, that we exist, that we change and grow. The personal journal has been used for hundreds of years to articulate the human drama of living and to explore new knowledge.”

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Differences between ‘academic’ writing and reflective writing

Activity 5

How does reflection differ from different types of academic writing, such as essays or reports?

You will be presented with a number of statements

You will be asked to indicate which statement is a feature of an essay or a feature of reflective writing

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Essay writing

The subject matter is likely to be clearly defined

The subject matter is not likely to be personal

The subject matter is likely to be given

The purpose of the writing is set in advance usually in a title/topic

There will be a conclusion

Usually ‘one-off’ and ‘handed in’

Writing style is usually objective

A result of a thinking process – tidily ordered

Reflective writing

The subject matter may be diffuse and unstructured

The subject matter is likely to be personal

The subject matter is determined by the writer

There may be a purpose but it is more of a direction (rather than a title) that predicts the outcome

There may be a conclusion in that something has been learnt Part of a process that takes place over time

Writing style likely to be subjective with use of the first person ‘I’ usually involves the process of thinking and therefore not always tidily ordered

Comparing essay writing and reflective writing

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Understanding the difference between description and reflection

Activity 6

Look at the picture on the next slide

On the chart provided distinguish between:- Describe; Interpret; Evaluate

DESCRIBE what you see (e.g. colours, numbers of people, like a ‘witness statement’ that is factual)

INTERPRET what you see (e.g. what assumptions do you make about what you see?)

EVALUATE: Summarise what you think the picture is about

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ExampleDescription Interpretation Evaluation5 peopleSome stepsA large buildingThree of the people look shockedOne of the people is carrying a cameraTwo have not reactedTwo of the people have hands over their mouthsThey are all looking in the same direction

In my experience, when people look shocked they have witnessed something unexpectedPeople carrying cameras are usually touristsIn my opinion, the gesture of the hand over the mouth indicates disbeliefBecause they are all looking in the same direction, I suspect they are all seeing the same event

The people in the picture are strangers but are witnessing a terrible and large event, perhaps some sort of disaster.

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Descriptive writing vs. reflective writing

Descriptive Contains little reflection. Describes what happened, sometimes mentioning past

experiences, sometimes anticipating the future – but all in the context of an account of the event.

There may be some references to emotional reactions, but they are not explored.

Ideas are taken on without questioning them or considering them in depth.

The account is written only from one point of view. External information is mentioned but its impact on behaviour is

not subject to consideration. Generally one point is made at a time and ideas are not linked.

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Descriptive writing vs. reflective writing

Reflective

Incorporates a recognition that the frame of reference with which an event is viewed can change

Self questioning is evident deliberating between different views/standpoints.

Takes into account the views and motives of others and considers these against her own.

Recognises how prior experience, thoughts (own and other’s) affect outcomes.

There is clear evidence of standing back from an event. Recognition that the personal frame of reference can change

according to the emotional state in which it is written, the acquisition of new information, the review of ideas and the effect of time passing.

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What is the difference between a descriptive journal and a learning journal?

The intention to learn from the process! “Reasonably adept journal writing favours

learning by demanding time and intellectual space.” Barnett (1997) cited by Moon (1999)

The writer is learning independently, which in turn fosters independent thought, which is a means of enhancing learning

The writer is able to focus, and order thoughts in order to make sense of a situation, taking into

account their emotions, in order to learn from them

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Activity 7

Brainstorm in your group:

What factors support the reflective process?

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Ways to support reflection

Open reflection

May appear unstructured but can help to generate ideas

Includes day-dreaming, doodling, mind-maps, and ‘free-writing’

Example exercise: My learning mind-map

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Types of Reflection

Evaluative reflection:

Usually open-reflection based upon capturing development over time, e.g. “the last time I……”

Example exercise: “Five things I have learned since starting this H.Ed. course….”

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Types of reflection

Question based reflection

Can provide shape and direction for reflective writing

Exercise: What happened? Who was involved? Why did I feel…/ did it happen? When? How?

Example exercise: The critical friend

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Summary Academic reflection usually has a purpose

Reflective writing is different from ‘academic’ writing

Reflection is different from description

Reflective writing has distinct features, compared to descriptive writing

There are different ways of reflecting and you will find one that suits you

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1002 Reflective Journal

ASSESSMENT

Indicative word limit or equivalent = 2500

(including Stage 4: Final Reflective Statement = 1500)

• Assignment GuidanceFor submission, your reflective journal should contain 4 elements

Stage 1: Initial Reflective Activity Review the Intended Learning Outcomes for the Degree.Prioritise the outcomes. For the top three explain what they mean for you and justify their position in the rank order.

Consider your personal, professional and academic development in relation to the intended learning outcomes.

What do you want to get out of the degree? Explain your thinking by considering the impact the degree will have on you personally, professionally and academically.

Stage 2: Guided Reflective ActivityInclude the written responses made during the coaching triad activity based on Moon, J.A. (2004) A Handbook of Reflective and Experiential Learning. London, RoutledgeFalmer.

Stage 3: Interim Reflective Review(a)Examine the targets set in part 1Were they the correct targets to set?If yes- how have you got on?If no- what target should you have set yourself and why?

(b) Consider the modules studied so far.What next- personal, professional and academic development?

Stage 4: Final Reflective Statement- (1500 words) has 4 sections

Section 1 Personal developmentSection 2 Professional developmentSection 3 Academic development

These three sections provide an opportunity to reflect upon the learning journey that you have made .

Within each section you must reflect on your original intentions, your achievement and the impact of your achievement.

Consider your use of tutorials to support your target setting.

Section 4 Targets for the future

This section gives you the opportunity to set targets for the future on a personal, professional and academic level. Explain the rationale for the setting of each target and the targets intended impact.

Appendices

Other reflective activities undertaken during the year eg

- Reflective Diary excerpts -Tutorial records -Module Reflective Reviews

Assignment due in: by noon July 22 2011

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Activity 8

In your group:

Agree on what you think you’re being asked to do when you’re asked to reflect in an academic setting

Activity 9 Stage 1: Initial Reflective Activity

Highlight the key words in each learning outcome for the Foundation Degree.

In your group discuss your understanding of each learning outcome.

Your written work:

a)Individually - prioritise the outcomes. For the top 3 explain what they mean for you and justify their position in the rank order.

b)Consider your personal, professional and academic development in relation to the intended learning outcomes. What do you want to get out of the degree? Explain your thinking by considering the impact the degree will have on you personally, professionally and academically.

c)Discuss issues arising with a partner eg any challenges arising from task, key priorities for you.

i.recognise, understand and evaluate the professional roles and responsibilities of adults working with children and young people and have a working knowledge of the law and formal procedures relating to key roles in education settings; in the context of the principles of integrated children’s service working;

ii.demonstrate awareness of frameworks for planning and assessing learning;

iii.demonstrate understanding of specialist and/or subject knowledge in context of the relevant phase of education;

iv.recognise and value individual differences and promote equal opportunity in practice, respect difference and diversity, and demonstrate inclusive practice with regard to working in Teaching and Learning settings;

Intended learning outcomes By the end of the programme you will be able

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v. show knowledge of the main methods of enquiry in the development of teaching and learning, and the ability to evaluate critically the appropriateness of different approaches to solving problems and apply these in a work context;

vi. develop key skills for lifelong learning, including identifying and targeting future development needs in relation to teaching and learning, based on an understanding of the limits of your knowledge, and how this influences analyses and interpretations based on that knowledge in a work context;

vii. apply successfully in the workplace a range of knowledge and skills directly related to the development of Teaching and Learning and learnt throughout the programme, with the ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context.

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Activity 10The critical friend exercise

Imagine you are having a conversation with someone who has been a mentor or a role model to you (either in the past or present).

Write down your responses in the conversation as you imagine it but begin with the mentor saying

“What did you learn today?”

Continue with your mentor asking

“What are the most important issues for you at the moment that you might want to discuss in your tutorial? 47

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Reflection in learning Part 1 -Learning Objectives

By the end of the session students will have

Discussed the concepts associated with reflection. Begun the process of identification of their own needs An understanding of assignment requirements. Reflected upon personal, professional and academic

change.

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Reflection in learning Part 1-Learning Objectives

Develop an understanding of reflection and why it is being used

Distinguish between reflection and other types of ‘academic’ writing

Understand the difference between ‘descriptive’ writing and ‘reflective’ writing

Find out about different methods of reflecting to help you think more reflectively

Understand Assessment requirements Complete an Initial Assessment activity

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ReferencesBarrett, H.(no date) Supporting Reflection in Electronic Portfolios.[Online] Available from:

http://electronicportfolios.org[Accessed 5th August 2010]

Brookfield, S.(1995) Becoming a Critically Reflective Teacher. San Francisco, Jossey- Bass.

Cottrell, S. (2003) Skills for Success: The Personal Development Planning Handbook. London, Palgrave Macmillan.

Dewey, J. (1933) How We Think. Boston, DC Heath.

Ghaye, A. and Ghaye, K. (1998) Teaching and Learning Through Critical Reflective Practice. London, Fulton.

Kolb, D. (1984) Experiential Learning. New Jersey, Prentice Hall

Mezirow, J. (1991) Transformative dimensions of adult learning. San Francisco, Jossey-Bass.

Moon, J.A. (1999) Reflection in Learning and professional Development. Abingdon, Routledge Falmer.

Moon, J.A. (1999) Learning Journals. Abingdon, Routledge Falmer.

Moon, J. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London, Taylor Francis.

Richmond, H.(no date) The Art of Reflection. [Online] Available from:

http://www.pdp.salford.ac.uk/resources/pdpmaterials/introreflecion.ppt

Schön, D. A. (1983) The Reflective Practitioner, How Professionals Think in Action. Farnham, Ashgate.

Schön, D.A. (1990) Educating the Reflective Practitioner. San Francisco, Jossey- Bass.

http://www.infed.org/biblio/b-reflect.htm

Very useful site. This link gives a summary of some ideas on what constitutes reflection

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