Reflective practices involve thinking critically about one's experiences and actions in order to improve learning. There are two main types of reflection: reflection-in-action, which occurs during an experience, and reflection-on-action, which takes place after an experience. Critical reflection adds depth to an experience by descriptively, analytically, and critically making meaning from it. Regular reflective practice can help develop self-awareness, self-improvement, and empowerment.

1. DESINED BY
SANA MIR
ANEELA NAZAR
FOZIA RIAZ

2. SIR NAEEM BALOCH
UNIVERSTIY OF SUFISUM AND
MODERN SCIENCE BHIT SHAH

3.  What is reflection
 What is reflective practices
 What is reflective thinking
 Reflective practices as skills
 Types of reflection
 Critical reflection

4.  Dewey (1910) said that reflective practice
‘enable us to direct our action with foresight
….. It enables us to know what we are about
when we act; schon(1983) expanded this to
include two aspects; reflection-in-action and
reflection-on-action

5.  Critical reflection is a reasoning process to
make meaning of an experience .
 Critical reflection is descriptive , analytical,
and critical
 And can be articulated in a number of ways.
 Such as a written from
 Orally, or as an artistic expression .

7.  Reflective practice is, in its simplest from,
thinking about or reflective on .
 What you do,
 It is closely linked to the concept of learning.
 From experience, in that you think about
 What you did, and what happened,
 And decide from that what you,
 Would do differently next time.

9.  Thinking about what has happened is part of
being human. However, the difference
between causal ‘thinking’ and’ reflective
practices
 Is that reflective practice requires a conscious
effort to think about events, and develop
insight in to them.
 Once you get into the habit of using reflective
practice, you will probably find is use find it
useful both at work and at home.

10.  Reflective practice is an active .
 Dynamic action based and ethical set of
skills.
 Placed in real time and dealing with real .
 Complex and difficult situation.

12.  Reflective listening is hearing and
understanding , and then letting the other .
 Know that he or she is being heard and
understood.
 It requires responding actively to another.
 While keeping your attention focused
completely on the speaker .
 In reflective listening, you do .

13. 1. Focus your thoughts and develop ideas .
2. Develop your voice and again confidence.
3. Experiment with idea and ask question .
4. Organise your thinking through exploring
and mapping complex issue.
5. Develop your conceptual and analytical skill.

14.  Reflective thinking involves ‘‘consideration of
the larger context , the meaning , and the
implication of an experience or action .
 In other words , reflection doesn’t just mean
jotting down what you did or plan to do .
 It means considering why what you did or
plan to do matters ; it means writing to help
you better understand something ; it mean
exploring emotion, feelings, reactions, and
knowledges ; and it can even mean
catharsis.

15. • Level of understanding self-assessment
posters. …….
• Student goal setting . ……….
• Self-monitoring goal sheets . ……..
• My year in first grade – monthly informal
assessment . …….
• Study habits inventory and analysis-Reflective
learning activity . ………
• Who Am I and what will do with my life . …..

16.  Reflective practices is the ability to reflect on
one’s actions so as to engage in a process of
continuous learning .
 According to one definition it involves ‘paying
critical attention to the practical values and
theories which inform everyday actions.
 By examining practice reflectively and
reflectively .

17. 1. Reflect on your experience . Think about
what you did , thought and felt at the time .
2. Reflect on your learning . Analyze your
experience and compare to the model or
principles that you want to follow .
3. Apply to your practice . Apply your learning
to your practice

18.  Reflective listening is hearing and
understanding, and then letting the other.
 Know that he or she is being heard and
understood .
 It require responding actively to another.
 While keeping your attention focused
completely on the speaker .
 In reflective listening, you do.

19.  Better understanding of our strengths and
weaknesses .
 Acknowledgement of our fears.
 Identification of possible inadequacies or
areas for improvement .

20. 1. Reflect on your experience. Think about
what you did , thought, and felt at the time.
2. Reflect on your learning. Analyze your
experience and compare to the models or
principles that you want to follow. ….
3. Apply to your practice. Apply your learning
to your practice .

21. It also treat reflection as an integral part of
such learning . According to kolb (1984) , the
process of learning follows a pattern or cycle
consisting of four stages , one of which
involves what kolb refers to as reflective
observation

22.  Self awareness; thinking of yourself, your
experiences and your view of the world.
 Self improvement; learning from experience
and wanting to improve some areas of your
life.
 Empowerment; putting you in control of
making changes and behaving in a different
way.

23. 1. Characterized by quite thought or
contemplation .
2. Capable or reflecting . A reflective surface .
3. Produced by reflection .

24.  Reflective is an adjective that can describe a
person who thinks through, or a surface that
reflective light or sound , like the reflective
lettering on a stop sign. ……
 A reflective person is a little different-he or
she might have great insight due to taking
the time to time carefully about things.

25. Broody, cogitative, contemplative, meditative,
melancholy, musing, pensive, ruminant,
ruminative, thoughtful . Worlds related to
reflective . Introspective , retrospective, self-
Reflective . Earnest , grave, sedate, serious,
serious-minded, severe, sober, solemn,
somber, ( or sombre ) , weighty

26. Reflective thinking helps learners develop
higher- order thinking skills by promoting
learners to
1. Related new knowledge to prior
understanding ,
2. Think in both abstract and conceptual
terms,
3. Apply specific strategies in novel tasks, and
4. Understanding their own thinking and
learning strategies.

27.  Two main types of reflection are often
referred to –reflection-in-action and
reflection-on-action. The most obvious
difference in is terms of when they happen .

28.  This is the reflection that take place whilst
you are involved in the situation, often a
patient interaction .
 Reflection-in-action involves using analysis
of observation, listening and/or touch or
‘feel’ to problem solve .
 It there fore sounds a lot like clinical
reasoning-where reflection differs is that the
problem solving leads to a change in the
practitioner’s view of self, values and beliefs.

29.  this type of reflection involves a stepping
back from the situation, meaning that it
happens at some time after the situation has
occurred. Therefore it demands a time
commitment something that is often a
challenge.
 Despite this, it has an important place in
professional development.

30.  Critical reflection is a reasoning process to
make meaning of an experience .
 Critical reflection is descriptive, analytical,
and critical, and can be articulated in a
number of ways such as in written from,
orally, or as an artistic expression.
 In short, this process adds depth and breadth
to an experience and builds connection
between course content and the experience.

31.  https;//www.utc. edu >think achive vt.c edu
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com
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 https;//www.em.m.wikipedia. Org>wiki
 https;//www.synonms.com>reflect
 https;//www.merriam-webster.com
 https;//www.dictionary.reverso.net>to+be
 https;//www.vocabulary.com>refle
 https;//www.open.edu>ocontent>view

32.  https;//www.learm.solent .ac.uk>mod>view
 https;//www.maxwell.syr.edu>cmc
 https;//www.keith web.com
 https//www.skills for learning .leads
beckett.ac.uk

33. YOU