This document discusses reflection in learning and teaching. It defines reflection as a process of reviewing experiences to describe, analyze, evaluate, and inform future practice. Several frameworks for reflection are presented, including those by Dewey, Kolb, Schon, and Hatton and Smith. The document notes that while reflection is commonly used, definitions vary and it can be a complex process. Effective reflection involves critical thinking, identifying assumptions, and considering alternatives. Reflective frameworks and strategies can help teachers and students learn from experiences and continue developing.

1. Critical Reflection
Dr Linda Rush
Vice Dean (Teacher Education)

2. Learning Outcomes
 To critically explore the concept of reflection
and its application within learning and teaching
 To appraise reflective frameworks which
facilitate critical levels of reflection

3. Feelings about reflection
 What are your feelings about reflection ?

4. Concept Analysis
In pairs
 Mindmap the term “reflection”
 From the mindmap create categories or
emerging themes
 From the categories construct a sentence which
offers your definition of reflection

5. Definitions of Reflection
 The consensus is that reflection is a term
frequently used, but inadequately defined (Atkins
and Murphy 1993, Reid 1993, James and Clarke 1994, Lyons
1999)
 Difficulties are caused by a lack of clarity and
commonly understood terminology (Reid 1993,
Teekman 2000, Carroll et al 2000)
 How easy did you find it?

6. Working definition….?
 “A process of reviewing an experience of
practice in order to describe, analyse, evaluate
and so inform learning about practice” (Reid
1995:305)
 It is both “a loosely used concept, easily
assimilated into spontaneous everyday action”
(How many of you feel you do it already?) and
“a complex, difficult to explain and perplexing
phenomenon” (Fitzgerald & Chapman in Burns & Bulman
2000:3)

7. Where did it come from?
 Dewey (1933) – viewed reflective thinking and
reflection as an experiential learning technique.
 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
 Reflection or reflective thinking here is seen as
problem solving

8. Hatton and Smith (1995)
 View reflective thinking as ‘an active and
deliberative cognitive process, involving
sequences of interconnected ideas which take
account of underlying beliefs and knowledge.
 Reflective thinking generally addresses practical
problems, allowing for doubt and perplexity
before possible solutions are reached.’

9. Backbone philosophies’ of
reflection: Kolb & Schon

10. Are
definitions
important?

11. The issues?
 Reflection is not a “panacea” (Scanlon and
Chermonas 1997, Burns and Bulman 2000) but it is a way
of learning more about our work (Kember at al 2001)
 Research tends to be small scale
 Schon’s work is attractive because it “focuses on
practice and values experience” (Burns and Bulman
2000:1)
 Moral and ethical dimensions (Hargreaves 1997)

12. What can a reflective
strategy do?
 Alter the focus from routinely doing to the
development of an ability to look critically at
practice (Driscoll 1994)
 Raising consciousness
 Perspective transformation
 Framing and reframing (Glaze 2001) as an
innovative way of analysing problems
 Deconstruction and reconstruction (Ghaye and
Lilleyman 1997)
 Knowing where you are on your internal map
(Hunt 2001)

13. So, why can it be complex?
 Some people are more naturally reflective than
others, but reflection is a skill which can be
learnt, practised and refined … (L’Aiguille 1994)
 Verbal reflection is spontaneous, written
reflection requires some practice (Gannon et al
2001)
 Frameworks help to structure reflections,
challenge assumptions, transform perspectives

14. Critical reflection and
critical thinking
Brookfield (1987) key components of critical
thinking:-
 Identifying and challenging assumptions
 Imagining and exploring alternative ways of
thinking and acting
Atkins (2000 in Burns and Bulman p30)
 Take place during the critical analysis element of
a reflective framework

15. Reflective Frameworks
 Aid learning from experience
 Help to move from “tacit knowing, to more
conscious and explicit knowing” (Ghaye and
Lilleyman 1997:16)
 Movement away from “inertia”
 Adds “new and relevant” meaning to
professional practice
 Have significance for future action

16. Types of Frameworks
 Structured -Johns guided reflection (1995) Smyth
(1991)
 Hierarchical - Mezirow’s seven levels of reflection
(1981), Goodman’s three levels (1984)
 Iterative - cyclical, Gibbs (1988), Atkins and
Murphy (1994), Boud et al 1985)
 Synthetic - Louden (1991), Interests and Forms
(outcomes and characteristics)
 Holistic - Ghaye et al (1996) 5 types of reflection-
on-practice and 5 reflective cycles in a matrix

17. Using a reflective framework
in reflective writing
 Description - demonstrates clear understanding
of the relevant and important issues, well
structured and concise
 Feelings - beneath the surface.
 Demands “emotional intelligence”
 The ability to recognise and manage emotions in
yourself and others (Mortiboys 2002)

18. Critical Analysis
 Critical Analysis -Identify and illuminate existing
knowledge of relevance, challenge assumptions,
explore alternatives. Separate the whole into its
component parts

19. Synthesis
 “The integration of the new knowledge, feelings
or attitudes with previous knowledge, feelings or
attitudes. This is necessary in order to develop a
fresh insight or a new perspective on a situation
and learn from it” (Atkins 2002:46)
 Martin (1999) suggests contemporary staff need
to manage paradox and be constantly adaptive
 Evaluation: the ability to make a judgement
about the value of something, looking back…
but it is also future orientated

20. Reflection and teaching
 Scanlon and Chermonas (1997) suggest that to
teach reflectively, we must be reflective
ourselves
 Strategies?
 ALS (McGill and Beaty 1995)
 Reflective journals (Bolton 2001)
 Portfolio development
 Reflective conversations with peers (Richert 1990)

21. Problems with Reflection?
 “lack of motivation to complete what can be a
time consuming task”
 “uncertainty in what was expected”
 “making practice visible to others carries a
degree of risk of criticism and challenge that
may not have been experienced before”
(Stanley and Ramage 2004:95)

22. Reflection and teaching
 Scanlon and Chermonas (1997) suggest that to
teach reflectively, we must be reflective
ourselves
 Strategies?
 ALS (McGill and Beaty 1995)
 Reflective journals (Bolton 2001)
 Portfolio development
 Reflective conversations with peers (Richert 1990)

23. Now What? - Review
 The purpose of reflection is to learn and extend
personal practice and knowledge base (Hull and
Redfern 1996)
 What is your stance? Which reflective framework
suits your learning style?
 Engage with opportunities for observations (think
mirrors)
 Engage with the theory, be prepared to take on
new perspectives and insights.

24. A thought for the future…
 A fully functioning person is an ever changing
person….personal growth is marked by a degree
of disorganisation followed by reorganisation
which necessitates acceptance of self (based
on Rogers, and Martin 1999)