The document discusses the importance of reflective practice in higher education, particularly focusing on reflective journaling as a tool for enhancing critical thinking and personal insight among students. It outlines various theoretical frameworks and models that support reflection, the stages involved in reflective practice, and the challenges associated with encouraging authentic reflection within educational settings. Additionally, it raises questions about the limitations of current assessment systems and the extent to which they allow for genuine expression of student thoughts and learning experiences.

1. Cultivating Reflection
University of the Western Cape
October 2013
Melanie Alperstein
M Phil (Ad Ed) P G Dip (PHC Ed) B Soc Sc (Nursing)
Education Development Unit, Health Sciences Faculty, University of Cape Town, South Africa
Veronica Mitchell
M Phil (HES) B Sc (Physio)

2. Today’s pathway

3. Introduction
Free writing for 3 mins
Video clip
Theoretical concepts
Melanie Alperstein
Veronica Mitchell
Sharing experiences
Different contexts
Challenges
Insights

4. is to encourage
the development of
a habit of processing cognitive material
that can lead the student to
ideas that are beyond the curriculum,
beyond learning defined by learning outcomes,
and beyond those of the teacher
who is managing the learning.
Moon, J., 2001. PDP Working Paper 4
Reflection in Higher Education Learning
http://www.york.ac.uk/admin/hr/researcher-development/students/resources/pgwt/reflectivepractice.pdf
“
Our objective as educators:

5. Free writing
Video clip
YouTube video on reflective writing
http://www.youtube.com/watch?v=0plCU9oyZlM

6. Introduction to reflective journaling
Melanie Alperstein

7. Theories support reflection
Dewey
 Effective learning: student engages actively with
content in an intensely personal way
Kolb
 Experiential learning – reflective cycle
 Concrete experience; reflective observation;
abstract conceptualization; active experimentation
of application
 Reflective journaling helps students through
stages to final stage of applying new meaning or
interpretation

8. 3 concepts
 Journals
 Portfolios
 Reflection
 reflective practice
 reflective writing

9. Reflection
Why reflect?
What exactly is reflection?
“An important human activity in which people recapture
their experience, think about it, mull over it and
evaluate it” (Boud et al, 1995)
 Reflective journaling helps adult learners toward
higher levels of critical thinking and personal insight.

10. Stages in reflective practice
(Atkins 1993 in Brigden and Purcell, 2004)
Awareness
Critical analysis
New perspectives

11. Reflective practice skills
Self awareness
Description
Critical analysis
Synthesis
Evaluation

12. ABC of reflection
(Welch, 1999)
 Affect – explore feeling and emotions
 Behaviour –actions
 Cognition and content –
information, concepts, theory, skills, knowledge, v
alues

13. CC:BY: Highways Agency
http://www.flickr.com/photos/highwaysagency/6194928490/sizes/m/in/photolist-arqCpU-9rHqvz-8RTDrv-9RRoEj-39UXyD-7mw8Ht-73JeRH-73NdZ1-73NcS1-73NcM3-73NdCC-73JfpX-73NdJN-73JfLT-73NcXA-73Jgjv-
Reflective activity
Dynamic / unpredictable
Term: Reflection ?
Veronica Mitchell

14. Multiple forces, interpretations & resistance

15. Exploring beyond the surface

16. Reflection is the process we use when
working with material that is presented in
an unstructured manner – not organised
and purified as in a traditional curriculum.
Moon, J., 2001. PDP Working Paper 4
Reflection in Higher Education Learning
http://www.york.ac.uk/admin/hr/researcher-development/students/resources/pgwt/reflectivepractice.pdf
“

17. Dr Maria Christodoulou
Adapted from a conflict resolution model
Couple Communication 1: Talking Together” by Sherod Miller, Elam W. Nunnally and Daniel B. Wackman
Transitions Europe Empowerment Circle Manual 5th Revision, 2002”.
(Transitions is an outreach of Woman Within International)
A model for conflict resolution developed by Woman Within lnternational. www.womanwithin.orq
6 steps for reflective practice
Year 1
@ UCT
Health
Sciences

18. Towards empathy and empowering practices
Steps
1. Data
2. Feeling
3. Meaning
4. Consequences
5. Needs
6. Learning
Adapted
through the
years

19. Kolb’s Learning Cycle
http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php

20. Butler’s model
Social Self
Public
Knowledge
Reflection
Professional
Practice
Personal
Knowledge
World View
Butler, J. (1996) Professional development: Practice as text, reflection as process, and self as locus.
Australian journal of education. 40(3) 265-283

21. The Paper Mirror: Understanding Reflective Journaling
Delaura L. Hubbs and Charles F. Brand (2005)
Journal of Experiential Education. 28:1: pp. 60-71
Viki Janse v Rensburg
Delaura, Hubbs & Brand’s quadrants

22. Gibbs, G. (1988) Learning by Doing: A guide to Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic.
Gibb’s model Nariman Laattoe

23. Arnold, R., et al. (1991). Educating for a Change. Toronto: Between the Lines. Adapted with permission from the Doris Marshall Institute for Education and Action.
In Equitas manual, International Human Rights Training Programme.
The Learning Spiral

24. Vula UCT’s Learning Management System
http://opencontent.uct.ac.za/Health-Sciences/Probing-Professionalism-Towards-Positive-Practice
Six Step Spiral for Critical Reflexivity (SSS4CR)
Thanks to Dr Kevin Williams, Prof Athol Kent, Nariman Laattoe, Dr Simone Honikman, Sarah Crawford-Browne
Year 4
@ UCT
Health
Sciences

25. UCT
OpenContent

26. Learning Management System
Limitations

27. Google Drive
Collaboration
Student managed
Anytime, anywhere
App
Free
Net generation …
Affordances

28. Challenges and limitations
Students
Sharing private thoughts & feelings
Motivation & commitment
Active participation
Honesty
Emotional disturbance
Process
Depth of reflection
Making connections / theory
Assessment
Trust

29. Our practices ?1. Are there limitations on the questioning in which students
are allowed to engage?
2. Does the assessment system enable students to be really
free to reflect and express their own views?
3. Are student told to ‘reflect’ when actually they will simply
follow a recipe
4. Is learning really going to occur or are students going
through the motions of reflection?
5. Is the material that students are encouraged to produce
more than descriptive?
6. …is there pressure (through monitoring and assessment) …
to write what they think the tutor wants to see?
7. Have there been appropriate guidelines developed for
students with regard to ethical issues and confidentiality of
material that they produce?
8. …Is there adequate consideration of the costs / benefits of
potentially revealing information for the student, staff and
others? Moon, J., 2001. PDP Working Paper 4
Reflection in Higher Education Learning
http://www.york.ac.uk/admin/hr/researcher-development/students/resources/pgwt/reflectivepractice.pdf
“

30. Thank you