2. SESSION OUTCOMES
+ What is reflection?
+ Reflection = challenge
+ Importance of reflection
+ Reflection and PPD as an academic
+ Student perspective
+ Record and recognise
3. WHAT IS REFLECTIVE PRACTICE?
1. Making sense of experience
2. Standing back
3. Repetition
4. Deeper honesty
5. Weighing up
6. Clarity
7. Understanding
8. Making judgements
4. REFLECTION AS A CHALLENGE
+ Can take a lot of time to develop
reflective skills
+ It does not come naturally
+ Refusal
+ It is SUPER difficult
+ So…Practice practice practice on a
regular basis
We don’t like the truth, it hurts!!
6. REFLECTION AND PERSONAL DEVELOPMENT
AS AN ACADEMIC
+ You
+ Your motivation
+ Your choice
+ What do you want to achieve?
+ How to plan, follow through?, review and
evaluate
+ Your response and performance effect
others
8. HOW TO USE IT IN YOUR OWN PRACTICE
+ Boud (2006) writes, unique to each individual, approaches to thinking and
writing reflectively will vary from person to person.
+ The most important of these is asking questions; whether of ourselves, or in
dialogue with peers.
+ Asking questions helps us to replay our experiences as a narrative, analyse
what was going on, and probe deeper into our decision making processes.
10. MAKING SENSE OF WHAT HAPPENED:
+ What did I make of that?
+ What was going on there?
+ What was really going on there?
+ How did I (others) respond? Why?
+ What was I trying to achieve?
+ How did I achieve it?
11. FRAMING YOUR DECISIONS AND ACTIONS
+ Why did I do it that way?
+ What makes me say that?
+ What, or who, in particular, has influenced my thinking
on this?
+ What are the benefits/dangers of taking that
approach?
+ What principles can be derived from this?
+ Can they be applied elsewhere?
12. EXPLORING ALTERNATIVES
+ What other approaches have I encountered, tried or
considered?
+ Is there another way of looking at this?
+ How does that relate to... (alternative approach/theoretical
perspective)?
+ Have I always approached it this way? If not, what
changed my mind?
13. TEASING OUT AND EXPLORING VALUES AND, OR
ASSUMPTIONS
+ What is it about X, precisely, that I find
problematic/desirable?
+ What is it that I really value/object to here?
+ What would I make a stand for?
+ What can I draw from this in terms of my
approach/ethos...?
+ If others (my peers/professional practitioner) were giving
an account of this, what might they say? What might be
their reasons for saying that?
14. PROMPTING EVIDENCE OF IMPACT AND, OR
CHANGE
+ What has changed as a result?
+ What will I do differently next time?
+ How do I know if this is impacting positively
on my students’ learning?
15. WHERE DOES RESEARCH AND EVIDENCE COME
INTO REFLECTIVE PRACTICE?
+ Reflective thinking and writing is inevitably personal, drawing on your
own experiences however these reflections can gain clarity when
informed by academic research
+ Draw on sound understanding of industry practice, management
theories and current business best practice to support your
understanding. BENCHMARK
+ Engage critically with the literature, testing it against your own values
and experiences, and inducing your own principles from practice.
17. HOW TO ENABLE STUDENTS TO BECOME REFLECTIVE
+ Bite size chunks but regularly
+ Being specific
+ Aims at improvements
+ Focus on yourself
+ Use prompts
+ Critical not descriptive
+ Purposeful
+ Right questions
+ Review
18. IN A SEMINAR…
+ Question based [analytical, for logical people - very
controlled]
+ Open reflection [go with the flow! generates ideas]
+ Synthetic reflection [ synthesises different
perspectives – stimulates creativity meaning behind thoughts and
actions]
+ Developmental reflection [improves performance
and achievement]
+ Evaluative [before – after, good start]
