The document discusses reflective practice as the ability to reflect on one's actions to engage in continuous learning. It involves critically examining practice and theories through a reflective and reflexive lens. The portfolio reflects on the student's experiences in a course to develop as a self-empowered, lifelong learner and reflective practitioner.

1. Reflective practice is the capacity to reflect on action
so as to engage in a process of continuous learning.
Paying critical attention to the practical values and
theories which inform everyday actions, by
examining practice reflectively and reflexively.
(Schon’s 1983) (see Appendix A).

2. IMAGE OF REFLECTIVE
WRITING

4. INTRODUCTION
Reflection is a state of mind, an ongoing constituent of practice, not a technique or
curriculum element. Reflective practice can enables practitioners to learn from experience about
themselves, their work, and the way they relate to home and work, significant others and wider society
and culture (Bolton 2010). Thus, the purpose of this portfolio is reflect on my experiences during this
course (FOUN 1501) as a reflective-reflexive learner/practitioner. It also enables me to become a self-
empowered practitioner, life-long learner, team player and a reflective writer. For instance, as a self-
directed learner I was capable to be self-empowered which allows me to control my learning and be able
to think critically. Whereas, as I derived to life-long learning as an individual help me to be self motivated
to embrace a view of learning that will influence my role and responsibility as a life-long learner with
progressive orientation to personal and professional development (Foun 1501 2016).

5. INTRODUCTION CONT’D
Therefore, in doing this portfolio has encouraged me how important it is to
reflect on your growth and development also collaborating with your peers in gaining new
knowledge and ideas and problem-solving going forward. It was imperative for me to
become a reflective writer as (Bolton 2010) suggest that through the mirror writing is itself a
reflective and reflexive process, and how it does this by harnessing narrative, story and the
power of perceiving from a range of perspectives. In order for it to work, practitioners need
to take responsibility for their own learning and writing and find their own vital voice.
Among other benefits it can be a stress reducer.

7. IMAGE OF
MYSELF
This image is
used for the
preparation of
my portfolio
when I looked
at it I can get a
clear picture of
who I am and
where I want to
be as a learner.

8. BENEFITS IN PREPARING THE PORTFOLIO
A portfolio is a compilation of student work assembled for the purpose of evaluating
coursework quality and academic achievement, creating lasting archive of academic work
products and determining whether students have met learning standards or academic requirements
for this course (glossary.org). As a result, this portfolio has assessed me to have advantage in
demonstrating a wide range of work. Contents of this portfolio are selected collaboratively,
allowing me an opportunity to make decisions about my work and encouraging myself to set goals
regarding to what I’ve accomplished and what needs further work, also important skill that I may
have which serves me well in my life endeavors. Therefore, creating this portfolio assessment can
promote a dialog between teachers and students about individualized nature of work (Fernsten
2005).

9. BENEFITS IN PREPARATION OF THE
PORTFOLIO Cont’d
Consequently, a collection of artefacts
accompanied by a reflective narrative that not only helps
the learner to understand and extend learning, but
invites the reader of the portfolio to gain insight about
learning and the learner (Porter & Cleland, 1995).

11. Reflection to
implementati
on for
change.
Changes I need
to make to my
learner profile
for me
becoming a
reflective-
reflexive
practitioner and
my growth.

12. CHANGES THAT NEED TO BE MADE
TO MY LEARNER PROFILE
Therefore, as a self-directed learner I have recognized that there are
some changes in my learning that need to addressed as a in becoming a
reflective=reflexive practitioner. For instance, the fear of being criticize and being
wrong on any particular discussion. Sometimes I’m afraid to speak out thinking
that I might be wrong or others will criticize my response. Upon that I decided to
remain quiet and listen to what others have to say. In addition, at times I realize
some of my peers are wrong and afraid to make corrections not knowing it will
help them to know their mistakes along the way.

13. CHANGES THAT NEED TO BE MADE
TO MY LEARNER PROFILE CONT’D
According to John Wooden, doing your best without competing with
others will help you to improve in becoming successful. John also view
improvement as “success is a peace of mind which is a direct result of self-
satisfaction in knowing you made the effort to become the best of which you are
capable” (Wooden 1975). So changing the way I think and feel about how my
responses will be is an important factor to consider. Wherever I fall short I will try
to improve and make the necessary changes to the best of my ability (see
Appendix B).

15. CONCLUSION
In final analysis, the process undertaken during this course has been to
engage in deep reflection. I looked at what drives me to do this programmed in
the way that I do and the beliefs behind those driving forces. I looked back with
relief at adhering to submission dates, otherwise the probability of them
mounting up would no doubt be quite high and I would be facing a heavy
workload. Although education is now looking for students to take on more
responsibility for their own learning, there is still a need for structure in the
learning process.

16. CONCLUSION CONT’D
Therefore, my future goal is to continually be
committed to developing my learning methods and
always be open to change and improvement. I hope to
create an enriching learning environment which sparks
enthusiasm and fosters a deep approach to learning. I
aim to continue my own growth as a reflective-reflexive
learner so that I can bring depth to my learning.

17. Works Cited
Bolton. G, 2010. Reflective Practice Writing & reflective
Development (Third Edition). London publications SAGE Ltd.
Schon, Donald A. (1983). The Reflective Practitioner: How
professionals think in action. New York.
Fernsten, L., & Fernsten, J. (2005). Portfolio assessment and
reflection: Enhancing learning through effective practice 6
(2), 303-309.

18. Works Cited
Wooden J. (1975). Pyramid of Success. Retrieved from
http://www.woodeneffect.com.pyramidsucess.
Portfolio Definition. The Glossary of Education reform.
(n.d): Retrieved from http://www.edglossary.org.
Porter & Cleland, (1995). The Portfolio as a Learning
Strategy. Portsmouth,NH: Bounton/Cook Publishers.

20. APPENDIX A
This capacity to do the right thing exhibiting the more we know
in what we do by the way in which we do it, is what we mean by knowing
in action. Also this capacity to respond to surprise through improvisation
on the spot is what we mean by reflection-in-action.
Reflection-in action is the reflective form of knowing-in-action.
It is Schon’s assumption that “competent practitioners usually know more
than they can say (Schon, 1983, p.8)

21. APPENDIX B
The building blocks of Wooden’s Pyramid of Success
- industrious- there is no substitute for work.
Worthwhile results come from hard work and careful
planning.
- Loyalty-to yourself and to all those depending upon
you. Keep your self-respect.
- Alertness- be observing constantly. Stay open-minded.
Be eager to learn and improve.
- Initiative- cultivate the ability to make decisions and
think alone. Do not be afraid of failure, but learn from
it and much more.