Reflective Practice Group Presentation by Jessica, Rich, and Candace
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Reflective Practice Group Presentation by Jessica, Rich, and Candace
- 1. Reflective Practice Jessica McPherson Richard Picton Candace Rivera
- 2. Reflective Practice: An Introduction Reflective Practice vs. Reflection • Reflection is a solitary, relaxed, meditative process. • Reflective Practice is a challenging, perplexing, difficult process best completed in collaboration with others – listening to and applying others input and criticisms. Hand with Reflecting Sphere by M. C. Escher Reflection in a soap bubble by Alvesgaspar © Tom Hussey Jessica 9/19/2013 Group 5 2
- 3. Reflective Practice: Definition • “a means by which practitioners can develop a greater level of self- awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development” • A way to grow and develop by reviewing positive and negative aspects of performance, deciding on a new idea to attempt, and implementing or acting upon this idea. Dual Roles • The one doing the action, and… • The one analyzing, judging, or critiquing the action Jessica Those who participate in reflective practice Review New IdeaImplement 9/19/2013 Group 5 3
- 4. Reflective Practice: Applications Theories and Tools from this class • 7 Habits of Highly Effective People by Stephen Covey • Personal Wholeness Portfolios – Create Goals – Document Artifacts/Evidence – Reflect Characteristics of Reflective Practice 1. Reflective practice is a process. 2. Reflective practice is synonymous with learning. • Kolb Experiential Learning Cycle Jessica Learn CommitDo Learning Reflective Practice Create Goals DocumentReflect 9/19/2013 Group 5 4
- 5. Reflective Practice & Kolb Experiential Learning Cycle Reflective Practice: A way to grow and develop by reviewing positive and negative aspects of performance, deciding on a new idea to attempt, and implementing or acting upon this idea. Jessica Kolb’s 4 Stages 1. Concrete Experience: Identify a Problem 2. Reflective Observation: Research 3. Abstract Conceptualization: Possible Solutions 4. Active Experimentation: Testing 9/19/2013 Group 5 5
- 6. Kolb#1 Concrete Experience Richard Picton 9/19/2013 Group 5 6
- 7. Concrete Experience Identify a problem Possible reasons a problem is recognized • Desire to change • Sense of discomfort • Information received from another source • Requested information, such as reports • A directive from a teacher or authority figure • Surprise information, such as unexpected input • Our own experiences • Predicaments 9/19/2013 Group 5 7
- 8. Concrete Experience Significance • Scope, scale, size not important • Significant to the individual Personal Wholeness Portfolio • Problem introduced as assignment • Personal desire to modify 9/19/2013 Group 5 8
- 9. Kolb#2 Reflective Observation 1. Concrete Experience: Identify a problem 2. Reflective Observation: Research Research • Observe • Analyze “Watching” Jessica 9/19/2013 Group 5 9
- 10. Kolb#2 Reflective Observation Observe • When? What? How? • Gather information • Describe what happened Analyze • Why? • Thoughts and Emotions • Evaluate: positive and negative Jessica 9/19/2013 Group 5 10
- 11. Kolb#2 Reflective Observation TIPS: Observation and Analysis • Third party perspective • Include others • Types of information – Useful and Comprehensive – Quality not Quantity – Examples: • Video or audio recordings • Journal or meeting minutes • Reports or surveys • Charts and graphs • Feedback and perspective of others • Personal Wholeness Portfolios – Artifacts/Evidence – Reflection Essays Jessica 9/19/2013 Group 5 11
- 12. Kolb’s Cycle of Experiential Learning Abstract Conceptualization Stage 3
- 13. Abstract Conceptualization Abstract Conceptualization is the third stage in Kolb’s Learning Theory. Abstract Conceptualization (AC) takes place when the learner attempts to conceptualize a theory through observations. Abstract Conceptualization means to “THINK”. Group 5 9/19/2013 13
- 15. Processing & Perception Aid in Our Abstract Conceptualization Process
- 16. Processing of information defines our learning styles. Therefore, our learning personalities create our perception. Thus allowing “Abstract Conceptualization” to take place within the learning cycle. Group 59/19/2013 16
- 17. Abstract Conceptualization Can Be Identified During the Cycle in Two Ways • Making Connections Between Theory and Practice • Integrating New Information and Ideas Into Our Practice When We Reshape Our Theories-in-Use Group 5 9/19/2013 17
- 18. What is your learning style? What character descriptions do you share with Kolb’s Learning Cycle? Did you effectively think through “Abstract Conceptualization” while writing your personal mission statement? Group 59/19/2013 18
- 19. Group 5 Connecting Theories & Stages to Synergizing Abstract Conceptualization 9/19/2013 19
- 20. The 4 Elements & 4 Theories for Abstract Conceptualization Learning Group 59/19/2013 20
- 21. Group 59/19/2013 21 Abstract Conceptualization Continuum Synergy
- 22. Kolb #4 Active Experimentation Richard Picton 9/19/2013 Group 5 22
- 23. Active Experimentation Test theories Experiment with new and different behaviors • Trials • Roleplays New concrete experience is formed, which begins a new cycle of learning 9/19/2013 Group 5 23
- 24. Active Experimentation Personal Wholeness Portfolio •Real-world implementation of SMART goals •Engaging in planned development tasks from Personal Wholeness Goal Planning Worksheet 9/19/2013 Group 5 24
- 25. Summary of David Kolb’s Learning Theory Kolb’s intent was to develop a holistic framework to teaching and learning Each of Kolb’s learning types fall into 4 styles & 4 quadrants Kolb’s Cycle of Learning provides interventions that apply to all types of learners Group 59/19/2013 25
- 26. Group 5 Summary Conclusion Our new experiences as students have presented us with educational tools to utilize for reflective practice and experiential learning. Utilizing Kolb’s Learning Theories has allowed me to stop, reflect, analyze, and explore new theories in my everyday life. I feel that this new insight into formulating my new learning techniques have helped me with all of my classroom assignments. While creating our personal wholeness portfolio, how many of you could see yourselves going through each element of learning? Have you recognized your learning style. My own style is the “Accomodator”. I learn best from my own experiences, and active experimentation. But, I have recognized that I need to develop other learning styles. How many of you used Kolb’s Theory of learning while writing you Personal Mission Statement? I know that through this lesson I have learned to capitalize on my strengths, and overcome my weaknesses in order to become a better learner. Please ask questions now if you have any that you would like to ask. 9/19/2013 26
Hinweis der Redaktion
- This lesson is on reflective practice. The introduction and section 2 will be narrated by me, Jessica McPherson. Sections 1 and 4 will be completed by Rich Picton. Section 3 as well as the conclusion will be done by Candace Rivera.
- Automatically, when you hear the term reflective practice, you may think “reflection”. While both require reflecting, or evaluating oneself, there are some major differences between reflective practice and reflection. Reflection is thought of as a solitary, relaxed, meditative process. Reflective practice, however, is challenging, perplexing, and difficult. It is best completed in collaboration with others which includes listening and applying others input and criticisms. Reflection requires only one person. Reflective practice needs others’ perspectives, also.
- Let’s look at a definition of reflective practice. According to an article on “Reflective Practice for Educators”, reflective practice is a “means by which practitioners [those who participate in reflective practice] can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development”. This means that reflective practice is a way to grow and develop by reviewing positive and negative aspects of our performance. Then we decide on a new idea to attempt and implement or act upon this idea.When using reflective practice, we take on dual roles: we become the one doing the action and the one who analyzes, judges, or critiques the action.
- Now we will use the definition of reflective practice to understand and apply to our lives. Specifically let’s look at examples of theories and tools we have learned in this class. Stephen Covey’s 7 Habits of Highly Effective People is a form of reflective practice in itself. It suggests a process of growth and development by first working on ourselves then working with others. We must devote ourselves to lifelong learning through a process of “learn, commit, do”. Personal Wholeness Portfolios are a tool to measure progress. We create goals, document evidence of working toward goals, and reflect on progress. Logging artifacts will help us track and measure our progress. Reflecting on our journey at certain points will motivate us and determine if we need to change course.From the definition of reflective practice, the 7 Habits, and the Personal Wholeness Portfolio, we have determined 2 characteristics of reflective practice. First, we see that reflective practice is a process. Second, we find that learning and reflective practice essentially are the same thing.Based on these two characteristics, we will use an illustration of the process of reflective practice known as Kolb’s Experiential Learning Cycle. We are going to focus on the stages of the learning cycle.
- Kolb’s Experiential Learning Cycle shows the four stages of learning. Observe the graphic explaining the cycle and listen to how this cycle relates to the reflective practice definition. Keep in mind that this is a cycle, which means it can begin at any stage, but for our purposes, we will start with a concrete experience. We begin by identifying a problem with an experience. Then, we review that experience by researching what happened. Next, we determine possible solutions and alternatives. Finally, we have a plan of action which we carry out, a testing phase. The cycle begins again by identifying a problem from the experimentation stage. Let’s look in depth at number one – a concrete experience.
- After identifying a problem through concrete experience, we begin reflective observation, or research. Research is done two ways: by observing what happened and analyzing what was experienced.
- We begin research by asking questions. Start by asking questions, such as When? What? and How? The purpose of observation is to gather information and describe what happened. Then ask Why? It is important to analyze cognitive and emotional aspects of an experience. Then we must evaluate positive and negative aspects. I tend to think of observation as binoculars or a “big picture”. We need to look at what actually, physically happened. Analysis is equivalent to magnifying glasses. We look at the deeper issues such as thoughts and emotions, smaller sections and subplots.
- It is crucial to maintain a third party perspective when observing and analyzing. We do not need personal bias corrupting our information.It is necessary to get perspectives beside our own. Feedback from others including input, their observations, opinions, and criticisms create well-rounded data and information.Our information should be useful and comprehensive, quality not quantity. Examples include video and audio recordings, journal or meeting minutes, reports or surveys, charts and graphs, feedback from others.An application used in this course is our Personal Wholeness Portfolios. Our artifacts are our observations of ourselves toward achieving our goals. Reflection essays are a way of analyzing how we are doing and what we need to improve on.Next, we will discover what to do with the data and information we have collected!