This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective Practice, Collaboration, and Stakeholder Communication: Where Does...Tiffany Smith
This handout accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
This document summarizes the key points from a faculty workshop on reflective practice. It discusses what reflective practice is, how it can be challenging to develop reflective skills, and the importance of reflection for personal and professional development as an academic. It provides guidance on how to incorporate reflection into one's own practice, including asking questions, describing experiences, making sense of what happened, framing decisions and actions, exploring alternatives, and examining values and assumptions. The document also discusses enabling students to develop reflective skills and ways to record reflections and achievements.
Conference with Confidence: Reflective Practice Workshop Claire Sewell
Reflective practice involves reflecting on one's actions to facilitate continuous learning. It can be done individually through journaling or with others in meetings. Reflecting helps overcome assumptions and maintain work-life balance. Models of reflection like Kolb's experiential learning cycle provide structure but may not always apply. Reflective writing should be analytical rather than descriptive and demonstrate learning and future applications. It requires reflecting on "what, so what, now what" regarding experiences. Barriers include lack of time, skills, and motivation, but can be overcome by prioritizing reflection and using examples.
Road to Transformation Part 2: Reflective Practice E Portfoliormg6449
This document summarizes Rose Gordon's portfolio from a course on reflective practice. It outlines her goals for the course, which include critiquing her profile as a worker and workplace context. It also describes her learning strategies, reflections on completing course activities, and insights gained about identifying herself in the context of the workplace. The portfolio documents Rose's personal and professional development journey through the course.
This document discusses reflective practice, specifically critical reflection. It introduces the concept of critical reflection and explains that it involves examining one's own practice and how it is shaped by social, political, and cultural contexts. The document outlines different types of reflection, such as reflection-in-action, reflection-on-action, technical reflection, and critical reflection. It also discusses the importance of a supportive environment and supervision for critically reflective practice. The outcomes of critical reflection can include new awareness, questions, understanding, and decisions.
Rose Gordon reflects on her development as a reflective practitioner over the course Reflective Practice in Action. She analyzes her strengths and weaknesses against the principles of reflective practice. Her strengths include assisting others, building relationships, and using reflection as a learning tool. However, she recognizes her limitation in critically reflecting on her actions to improve. Moving forward, she aims to develop the habit of critical reflection to continuously improve her teaching practice based on student feedback.
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Reflective Practice, Collaboration, and Stakeholder Communication: Where Does...Tiffany Smith
This handout accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
This document summarizes the key points from a faculty workshop on reflective practice. It discusses what reflective practice is, how it can be challenging to develop reflective skills, and the importance of reflection for personal and professional development as an academic. It provides guidance on how to incorporate reflection into one's own practice, including asking questions, describing experiences, making sense of what happened, framing decisions and actions, exploring alternatives, and examining values and assumptions. The document also discusses enabling students to develop reflective skills and ways to record reflections and achievements.
Conference with Confidence: Reflective Practice Workshop Claire Sewell
Reflective practice involves reflecting on one's actions to facilitate continuous learning. It can be done individually through journaling or with others in meetings. Reflecting helps overcome assumptions and maintain work-life balance. Models of reflection like Kolb's experiential learning cycle provide structure but may not always apply. Reflective writing should be analytical rather than descriptive and demonstrate learning and future applications. It requires reflecting on "what, so what, now what" regarding experiences. Barriers include lack of time, skills, and motivation, but can be overcome by prioritizing reflection and using examples.
Road to Transformation Part 2: Reflective Practice E Portfoliormg6449
This document summarizes Rose Gordon's portfolio from a course on reflective practice. It outlines her goals for the course, which include critiquing her profile as a worker and workplace context. It also describes her learning strategies, reflections on completing course activities, and insights gained about identifying herself in the context of the workplace. The portfolio documents Rose's personal and professional development journey through the course.
This document discusses reflective practice, specifically critical reflection. It introduces the concept of critical reflection and explains that it involves examining one's own practice and how it is shaped by social, political, and cultural contexts. The document outlines different types of reflection, such as reflection-in-action, reflection-on-action, technical reflection, and critical reflection. It also discusses the importance of a supportive environment and supervision for critically reflective practice. The outcomes of critical reflection can include new awareness, questions, understanding, and decisions.
Rose Gordon reflects on her development as a reflective practitioner over the course Reflective Practice in Action. She analyzes her strengths and weaknesses against the principles of reflective practice. Her strengths include assisting others, building relationships, and using reflection as a learning tool. However, she recognizes her limitation in critically reflecting on her actions to improve. Moving forward, she aims to develop the habit of critical reflection to continuously improve her teaching practice based on student feedback.
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 5-Reflective cycle-AIOU-8611Ek ra
Gibb's reflective cycle is a model for structured reflection that involves 6 stages: 1) Description of the event, 2) Feelings about the event, 3) Evaluation of what was good and bad, 4) Reviewing the event to make sense of it, 5) Drawing a conclusion about other options, and 6) Creating an action plan for similar future events. The cycle was developed by Graham Gibbs and has been influential in teacher education programs for structuring reflection on experiences. Going through the full cycle allows for deep thinking and consideration of different perspectives to improve future performance.
Reflective practice involves carefully looking back on an event or experience, understanding why it happened, and using those learnings to improve future performance. The document discusses how reflective practice is an important tool for professionals to study their own decisions, analyze strengths and weaknesses, and identify learning needs by reflecting on their work individually or with a mentor. It also provides a simple framework of planning, doing, and reviewing as a way to incorporate reflective practice into one's work.
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
Reflective Piece Final assignment portfoliormg6449
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
This document discusses reflective practice and provides guidance on how to engage in reflection. Reflective practice involves reflecting on actions to engage in continuous learning. It requires honesty, transparency, courage, openness, safety, and flexibility. The document encourages cultivating curiosity, creating safe spaces for reflection, observing experiences, asking questions, and allowing choice. It also provides examples of tools and strategies to support reflection, such as journaling, learning experiments, after action reviews, knowledge cafes, and visual aids. The overall goal is to build the habit of reflective practice and model the process for others.
Reflective thinking involves experiencing something, thinking about what happened, and learning from the experience. It is a process of self-awareness, self-improvement, and empowerment. Two key models of reflective learning are Kolb's learning cycle, which involves experiencing, reflecting, thinking, and testing ideas, and Schon's model of reflection-in-action during an experience and reflection-on-action afterwards. Reflective thinking leads to better understanding of strengths and weaknesses as well as identification of areas for improvement.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
Collaborative Task - Gibbs Model of ReflectionNovie Isaac
The document discusses reflective-reflexive practice theory and the Gibbs model of reflection. It provides an overview of reflective-reflexive theory, which aims to help learners challenge assumptions, explore new ideas, connect theory and practice, and use critical thinking. The Gibbs model is then described as a framework to guide reflection through stages like describing an event, evaluating feelings and outcomes, analyzing further implications, developing action plans, and considering effectiveness. The document concludes by emphasizing the importance of reflection in learning from experiences.
Reflective Practice Group Presentation by Jessica, Rich, and CandaceCandace Ramey Rivera
The document discusses reflective practice and Kolb's experiential learning cycle. Reflective practice involves reviewing performance, identifying areas for improvement, developing new ideas to implement, and acting on those ideas. Kolb's cycle includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This allows practitioners to learn from experiences through a process of reflecting, thinking, and actively testing new ideas. The document provides examples of how to apply reflective practice and Kolb's model, such as using a personal wholeness portfolio to set goals, collect evidence, and reflect on learning experiences.
An overview on commonly used reflective models for education (or practice based areas). This includes the strengths & weaknesses of each to enable practitioners to select a framework that meets their needs.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
This document discusses reflective practice and defines it as seriously thinking about an experience in order to learn from it. Reflection can be done in action during an experience or on action after an experience. The purpose is to consider one's learning process, critically review behaviors and outcomes, build theory, engage in personal development, and make informed decisions. Various models of reflective practice are presented, including levels of reflection from descriptive to critical analysis. The importance of reflection for learning and improvement is emphasized.
This document discusses reflective practice and its origins and models. Reflective practice involves examining one's assumptions and experiences to learn and improve. It stems from John Dewey's concept of reflection arising from doubt about a situation and Donald Schon's ideas of reflection-in-action and on-action. Models of reflective practice include retrospection, self-evaluation, and reorientation. While reflective practice is important for lifelong learning, there are also ethical, professional, and conceptual concerns to consider, such as issues of consent and what exactly constitutes reflective practice. A variety of tools can help facilitate reflection.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
The document discusses reflective practice and its importance in learning. It provides insights from scholars on reflection and how it enables meaning making from experiences. Reflection is seen as crucial for connecting experiences and knowledge. The document also outlines John Dewey's criteria for effective reflection, including reflection as connection, systematic/disciplined practice, social pedagogy, and personal growth. Examples of reflective practices from various institutions are presented, highlighting elements like scaffolding, iteration, and facilitating social feedback. The purpose is to examine reflective practices and identify portable elements that could work across disciplines.
Handout: To Be a Reflective Evaluation PractitionerTiffany Smith
A handout from the AEA 2015 multipaper presentation "To Be a Reflective Evaluation Practitioner: Framing Reflection as a Self-Oriented and Collaborative Practice".
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 5-Reflective cycle-AIOU-8611Ek ra
Gibb's reflective cycle is a model for structured reflection that involves 6 stages: 1) Description of the event, 2) Feelings about the event, 3) Evaluation of what was good and bad, 4) Reviewing the event to make sense of it, 5) Drawing a conclusion about other options, and 6) Creating an action plan for similar future events. The cycle was developed by Graham Gibbs and has been influential in teacher education programs for structuring reflection on experiences. Going through the full cycle allows for deep thinking and consideration of different perspectives to improve future performance.
Reflective practice involves carefully looking back on an event or experience, understanding why it happened, and using those learnings to improve future performance. The document discusses how reflective practice is an important tool for professionals to study their own decisions, analyze strengths and weaknesses, and identify learning needs by reflecting on their work individually or with a mentor. It also provides a simple framework of planning, doing, and reviewing as a way to incorporate reflective practice into one's work.
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
Reflective Piece Final assignment portfoliormg6449
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
This document discusses reflective practice and provides guidance on how to engage in reflection. Reflective practice involves reflecting on actions to engage in continuous learning. It requires honesty, transparency, courage, openness, safety, and flexibility. The document encourages cultivating curiosity, creating safe spaces for reflection, observing experiences, asking questions, and allowing choice. It also provides examples of tools and strategies to support reflection, such as journaling, learning experiments, after action reviews, knowledge cafes, and visual aids. The overall goal is to build the habit of reflective practice and model the process for others.
Reflective thinking involves experiencing something, thinking about what happened, and learning from the experience. It is a process of self-awareness, self-improvement, and empowerment. Two key models of reflective learning are Kolb's learning cycle, which involves experiencing, reflecting, thinking, and testing ideas, and Schon's model of reflection-in-action during an experience and reflection-on-action afterwards. Reflective thinking leads to better understanding of strengths and weaknesses as well as identification of areas for improvement.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
Collaborative Task - Gibbs Model of ReflectionNovie Isaac
The document discusses reflective-reflexive practice theory and the Gibbs model of reflection. It provides an overview of reflective-reflexive theory, which aims to help learners challenge assumptions, explore new ideas, connect theory and practice, and use critical thinking. The Gibbs model is then described as a framework to guide reflection through stages like describing an event, evaluating feelings and outcomes, analyzing further implications, developing action plans, and considering effectiveness. The document concludes by emphasizing the importance of reflection in learning from experiences.
Reflective Practice Group Presentation by Jessica, Rich, and CandaceCandace Ramey Rivera
The document discusses reflective practice and Kolb's experiential learning cycle. Reflective practice involves reviewing performance, identifying areas for improvement, developing new ideas to implement, and acting on those ideas. Kolb's cycle includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This allows practitioners to learn from experiences through a process of reflecting, thinking, and actively testing new ideas. The document provides examples of how to apply reflective practice and Kolb's model, such as using a personal wholeness portfolio to set goals, collect evidence, and reflect on learning experiences.
An overview on commonly used reflective models for education (or practice based areas). This includes the strengths & weaknesses of each to enable practitioners to select a framework that meets their needs.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
This document discusses reflective practice and defines it as seriously thinking about an experience in order to learn from it. Reflection can be done in action during an experience or on action after an experience. The purpose is to consider one's learning process, critically review behaviors and outcomes, build theory, engage in personal development, and make informed decisions. Various models of reflective practice are presented, including levels of reflection from descriptive to critical analysis. The importance of reflection for learning and improvement is emphasized.
This document discusses reflective practice and its origins and models. Reflective practice involves examining one's assumptions and experiences to learn and improve. It stems from John Dewey's concept of reflection arising from doubt about a situation and Donald Schon's ideas of reflection-in-action and on-action. Models of reflective practice include retrospection, self-evaluation, and reorientation. While reflective practice is important for lifelong learning, there are also ethical, professional, and conceptual concerns to consider, such as issues of consent and what exactly constitutes reflective practice. A variety of tools can help facilitate reflection.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
The document discusses reflective practice and its importance in learning. It provides insights from scholars on reflection and how it enables meaning making from experiences. Reflection is seen as crucial for connecting experiences and knowledge. The document also outlines John Dewey's criteria for effective reflection, including reflection as connection, systematic/disciplined practice, social pedagogy, and personal growth. Examples of reflective practices from various institutions are presented, highlighting elements like scaffolding, iteration, and facilitating social feedback. The purpose is to examine reflective practices and identify portable elements that could work across disciplines.
Handout: To Be a Reflective Evaluation PractitionerTiffany Smith
A handout from the AEA 2015 multipaper presentation "To Be a Reflective Evaluation Practitioner: Framing Reflection as a Self-Oriented and Collaborative Practice".
The document discusses reflective practice and its importance in learning. It provides examples of reflective practices from various institutions, including Pace University, Three Rivers Community College, Tunxis Community College, and Virginia Tech. The practices demonstrate reflection through iterative portfolios, blogging, and comprehensive final reflections that connect past experiences to present learning and future goals. Dewey's criteria of reflection as connection, systematic/disciplined, social pedagogy, and personal growth are also discussed.
Self-reflection- Dr Ryan Thomas WilliamsRyan Williams
John Dewey (1859 -1952)
A key figure in progressive education
Incidental reflection: active at the time/an event is occurring
Systematic reflection: through making sense of that experience through systematic reflection
Donald SchÖn (1930 -1997)
Much concerned how society, organisations and individuals learn and develop the term ‘ reflective practitioner’
Reflection-in-action: respond flexibly to a given situation and prevent us from sticking to rigid plans
Reflection-on-action: to think about an event; what happened/how other people react, what the outcome was/what is the interrelationship between our actions and outcome
This document provides guidance on reflective writing for students. It discusses the key components of reflective writing such as critical analysis, description, interpretation, and outcomes. Students are encouraged to critically analyze their experiences by considering different perspectives and synthesizing literature, policy, and theories from their field. The document reviews examples of student writing and identifies where they demonstrate description, interpretation, and outcomes. It also provides tips for language use in reflective writing, such as using first person to discuss experiences and third person when referring to literature. Students practice reflective writing by discussing a session experience. The document aims to help students structure and strengthen their reflective writing skills.
This document provides guidance on reflective writing for students. It discusses the importance of critical analysis in reflection and evaluating examples of reflective writing. Students are encouraged to synthesize methods for critical thinking, reading, and writing to create pieces of reflective writing. Good reflective writing involves description, interpretation, and outcomes. It requires critically analyzing oneself and experiences using relevant theories and considering different perspectives. Models can help structure reflection, but critical questioning and analysis of the broader context are also important. The document provides examples and exercises to help students improve their reflective writing skills.
This document discusses reflective learning, critical thinking, and their importance for nursing education and practice. It defines reflective learning as a deliberate process of focusing on one's performance to learn from experiences. Critical thinking involves skills like evaluating information, recognizing assumptions, and drawing valid conclusions. The document also discusses different types of clinical reasoning - procedural, interactive, and conditional - which therapists use to understand clients and their problems. Overall it emphasizes that reflective learning and critical thinking are essential for nurses to provide quality care and make ethical clinical decisions.
Here are the key cognitive processes involved in learning:
- Perception (taking in information):
- Se: Directly experiencing and noticing facts and details from lessons.
- Si: Recalling previous related lessons and experiences to build on.
- Ne: Inferring relationships and patterns to generate new insights.
- Ni: Integrating information to envision implications and deeper meanings.
- Judgment (organizing information):
- Te: Structuring information logically and applying reasoning.
- Ti: Analyzing concepts and categorizing information into internal frameworks.
- Fe: Connecting with others to discuss and reinforce learning.
- Fi: Evaluating based on personal values to determine importance and fit.
The cognitive processes work
The document provides an overview of reflection, peer observation, and the UK Professional Standards Framework (UK PSF) as they relate to continuing professional development within higher education.
It begins by introducing the aims of discussing experiential learning and reflection, recognizing the importance of peer observation, and examining the UK PSF. It then outlines the intended learning outcomes, which include discussing key aspects of reflection, peer observation, and the UK PSF.
The document provides information on reflection, including reflective practice, reflection-in-action vs reflection-on-action, models of reflective cycles, and using different media for reflection. It also discusses peer observation, including its purpose and effective conduct. Finally, it introduces the UK P
This document provides guidance for developing literature review skills. It begins with introductory activities to link research topics to practice. It then outlines the session aims of developing research and inquiry skills. Examples are provided to demonstrate how to identify theoretical frameworks and contextualize research questions. Guidance is given on critically reviewing literature, including identifying subjectivity and objectivity. The document concludes by modeling how to critically review a peer-reviewed journal article.
The importance of the reflexive practice in career guidance and counselling, Dr Siobhan Neary, University of Derby, UK
EUROGUIDANCE conference: „Career guidance and counselling in the Republic of Serbia and Europe“,Thursday, 3 October 2019- hotel „Metropol“, Belgrade
The document summarizes a presentation on teaching, learning, and assessing critical thinking given by Professor David Carless at the University of Hong Kong. The presentation covered defining critical thinking, promoting it in the classroom through activities like debates and group discussions, and designing assessments to stimulate critical thinking skills rather than just testing content knowledge, such as using presentations, case studies, and blogs. Both benefits and tensions of interactive teaching methods and alternative assessments were discussed.
This document discusses assessment for learning and ways to improve assessment practices. It focuses on designing assessment tasks, feedback practices, and empowering students as partners in the assessment process.
The key ideas are:
1) Assessment tasks should be complex, authentic, and relevant to promote student engagement and empowerment.
2) Feedback should be timely, formative, and help students understand how to improve. It works best when incorporated throughout the learning process.
3) Students should be actively involved in assessing their own and peers' work to develop self-assessment skills and a shared understanding of quality standards.
This document provides an overview of action research for students. It defines action research as an orientation towards inquiry that seeks engagement and curiosity through gathering evidence and testing practices. The document outlines five key principles of action research: 1) practical knowledge for everyday use, 2) naturalistic settings, 3) participative research, 4) change as a verb, and 5) critical reflection. It also discusses different types of action research on a spectrum from technical to critical. Students are then prompted to use the principles to evaluate sample abstracts and begin planning their own action research project.
Reflexivity lecture and continuous exerciseMarkL07
Brief lecture and continuous exercise to introduce students and qualitative researchers to reflexivity as part of a rigour framework for qualitative research.
Here are a few things you could do with $2 in your pocket:
- Buy a coffee or tea from McDonald's or another fast food restaurant. Many have $1 drinks.
- Purchase a snack like a granola bar, packet of crackers, chips or candy bar from the dollar store.
- Ride public transit for a few stops if you live in an area with bus/metro fares around $1-2 per ride.
- Add it to a larger amount you're saving up for something specific. Every little bit helps!
- Donate it to a homeless/panhandling person you encounter who needs help.
- Put it towards a cheap meal deal at some restaurants (e
The document discusses using mental models to improve product success. It defines mental models as representations of how people think about themselves and their environment. The author advocates conducting problem space research to develop cognitive empathy and understand people's motivations. This involves listening sessions without directing the conversation. Mental models can then be used to identify opportunities by mapping people's intents, summaries, and thinking within and between mental spaces. The mental models provide a framework for areas like risk mitigation and designing for different thinking styles.
This document provides an overview of action research, including what it is, who does it, where it came from, and how to conduct it. Action research is a practical way for practitioners to systematically investigate and reflect on their own work to improve it. It originated in the 1940s but gained prominence in the 1970s in the UK. Action research is used in professional learning contexts to help practitioners evaluate and enhance their practice. The basic steps of an action research process involve identifying an issue, imagining a solution, implementing it, evaluating the results, and modifying practice based on what was learned. The focus of action research is not just on methods but also reflecting on underlying values and intentions.
Toronto Public Relation is a Discipline of Depthrobinmethew
The document discusses several topics related to peer research, including:
- The benefits of having lived experience when conducting research with communities.
- Challenges that can emerge around roles, responsibilities, and power dynamics between peer researchers and academic researchers.
- The importance of training, support, and clear communication throughout the peer research process.
Similar to Reflective Practice, Collaboration, and Stakeholder Communication (20)
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Reflective Practice, Collaboration, and Stakeholder Communication
1. REFLECTIVE PRACTICE, COLLABORATION, AND
STAKEHOLDER COMMUNICATION:
WHERE DOES THE FIELD OF EVALUATION STAND?
Tiffany L. Smith, University of Wisconsin, Stout
Gary J. Skolits, University of Tennessee, Knoxville
Patrick B. Barlow, University of Iowa
EVALUATION 2014
2. IN THIS PRESENTATION
• What is Reflective Practice?
• Statement of the Problem
• Study Purpose and Research Questions
• Design and Methodology
• Participants
• Findings
• Conclusions and Recommendations
3. WHAT IS REFLECTIVE PRACTICE?
• One of six essential competencies for
program evaluators identified by
Stevahn, King, Ghere, & Minnema
(2005)
• Highlighted in the Program Evaluation
Standards (2011)
• Discussed theoretically and practically
by a number of evaluation authors
4. Reflective practice (RP) is critical
and deliberate inquiry into
professional practice in order to
gain a deeper understanding of
oneself, others, and the meaning
that is shared among individuals.
This can happen during practice
and after the fact, and can either
be done alone or with others
(Forrester, 2010; Peters, 1991;
Schön, 1983).
5. STATEMENT OF THE PROBLEM
• Currently, the evaluation community does not know
evaluators’ opinions, perceptions, or the extent to
which evaluators use RP in their evaluation work.
• As the field of evaluation is changing, it is important
to explore the element of reflection in evaluation
practice.
6. STUDY PURPOSE AND RESEARCH QUESTIONS
The purpose of this study was to determine how
professional evaluators view RP, the extent and manner in
which they engage in RP behaviors, and how evaluators
conceptualize whether RP efforts affect, if at all, the
evaluation process.
The following research questions guided this study:
1. How do professional evaluators conceptualize the notion
of reflective practice as it relates to their evaluation
work?
2. In what ways do professional evaluators engage in
behaviors associated with reflective practice?
3. In what ways do evaluators perceive reflective practice
as having a collaborative element in evaluation?
7. DESIGN AND METHODOLOGY
• Qualitative descriptive design through individual
semi-structured interviews.
• “Basic” qualitative research, grounded in
constructionism, where “individuals construct
reality in interaction with their social worlds”
(Merriam, 2009, p. 22).
• Snowball sampling of 19 evaluators with 10 or
more years of program evaluation experience.
8. PARTICIPANTS
• 19 program evaluators with a range of experience
from 10-49 years (9 had 10-30, 10 had 31+)
• 11 female, 8 male
• 9 practitioners, 10 academics
• Range of different settings for evaluation work,
some claiming to be “generalists”
• 15 had doctoral degrees
• 17 “serendipitous” evaluators
10. OVERARCHING THEMES
Collaboration/Multiple Perspectives
Learning and Feedback
Self Awareness and Introspection
Critical thinking and questioning
Intuition versus Purpose
11. RESEARCH QUESTION ONE
HOW DO PROFESSIONAL EVALUATORS CONCEPTUALIZE THE NOTION OF REFLECTIVE PRACTICE AS IT RELATES TO THEIR
EVALUATION WORK?
Theme Sub-Themes # Discussed
(1) Learning
Feedback/Improvement
Metaevaluation/Metaanalysis
Stakeholder/Organizational Learning
Capacity Building
Facilitation
19
(2) Multiple Perspectives
Collaboration
Triangulation
Sources of Information
19
(3) Intuition versus Purpose
Intuition
Purpose
Both Intuition and Purpose
2
7
10
(4) Thinking
Thinking Back
Critical Thinking
Evaluative Thinking
Understanding Context
17
(5) Questioning
General Questioning
Process Questioning
Improvement Questioning
16
(6) Self-Awareness
Previous Experiences
Worldview
General Self-Awareness
10
12. LEARNING
“If you don’t reflect you can go from evaluation to
evaluation to evaluation and within the evaluation and
just not be learning and improving on what you’re
doing.”
13. MULTIPLE PERSPECTIVES “What you’re doing is you’re saying
what are the different sources of
information, and it’s not necessarily
triangulation… in the truest sense of
the word where you’re talking about
can I confirm this piece of data with
that piece of data with another
piece of data… but rather this notion
that there are going to be multiple
perspectives on any given set of
evaluation questions, on any given
set of… questions, indicators,
instruments, findings, there are
going to be multiple perspectives of
those and you have to take into
account the fact that there are
multiple perspectives.”
14. INTUITION V. PURPOSE
“You could almost say there is a
Zen of practice, and part of that
is being present not just in the
moment, but present all the way
through the experience so that
you can look back… it’s almost
like there’s two of you so… it’s a
cognitive process, it’s an intuitive
process, and it’s an iterative
process, where you review, you
think, you study what you’re
doing, you study what you have
done. You look at the results that
came out of that and then you
make a judgment accordingly.”
15. INTUITION V. PURPOSE
“I think that if it’s more purposeful
then… there’s a greater likelihood that...
reflection will improve your practice. So
to me reflective practice, you do it for a
purpose. You reflect because you know
you don’t know everything and you want
to figure that out, and… try to do better
next time, or try to find the things that
worked really well and do them again.”
16. THINKING
“And my idea of reflection is thinking… I
mean you think all the time in evaluation,
it’s… it’s your weapon, thinking. I mean
you can’t be without it for a minute.”
17. RESEARCH QUESTION TWO
IN WHAT WAYS DO PROFESSIONAL EVALUATORS ENGAGE IN BEHAVIORS ASSOCIATED WITH REFLECTIVE PRACTICE?
Theme Sub-Themes # Discussed
(1) Sharing
Sharing with the Evaluation Community
Meetings
Dialogue/ Discussion
Steering Committees / Advisory Boards
Debriefing/Briefing
19
(2) Individual Reflective Practice
Introspection
Journaling
Voice Memos
Checklists
Reviewing Resources
18
(3) Prevalence
Negotiation
Pre-Evaluation
Design
Implementation
Analysis
Reporting
Post-Evaluation
18
(4) Evaluation
Self-Evaluation
Metaevaluation/Metaanalysis
Feedback
11
(5) Using Guidelines
Program Evaluation Standards
Guiding Principles
Essential Competencies
Ethical Codes
3
18. INDIVIDUAL REFLECTIVE PRACTICE
“Just sitting in your chair at
the end of the day and going
what worked well, what
didn’t work well, and how am
I going to resolve this
challenge? I got feedback
about something, what do I
think about that feedback?
So… that’s the kind of
ongoing reflective practice.”
19. PREVALENCE
“I can’t imagine doing an
evaluation that is not extremely
questioning and reflective from
beginning to end.”
20. EVALUATION
“I define it as basically evaluating what I
do. So it’s the sort of… meta-way of doing
your work, metaevaluation; which can
happen both formally and informally.
Reflective practice, it’s about not making
assumptions that you know what you’re…
that you know what you’re doing.”
21. RESEARCH QUESTION THREE
IN WHAT WAYS DO EVALUATORS PERCEIVE REFLECTIVE PRACTICE AS HAVING A COLLABORATIVE ELEMENT IN EVALUATION?
COLLABORATION WAS DEFINITIONAL
“There cannot be any reflective practice process without the collaborative
element. I mean if it’s just you reflecting on your own, well that’s great… you
know. It’s like you’re swimming in your own sweat… your boundaries are the
boundaries of your reflective practice.”
22. TRAINING IN REFLECTIVE PRACTICE
“To me, reflection… critical reflection… critical
analysis… reflective practice is an inherent part of
science. Not an add-on. It’s inherent to it. From
the start of educating children on how scientists
work, how to do science, reflection ought to be
part of the process they use… back to the days
when you’re doing your first science fair
experiment, all the way through. If you are
teaching evaluation then reflective practice ought
to be inherent, infused so that there’s no need for
kind of a special course or special attention to
reflective practice. It ought to be like breathing.
But you know that’s possibly not what happens.”
23. TRAINING IN REFLECTIVE PRACTICE
“There certainly should be experiences that are conscious and
deliberately constructed that are designed to provide you with a
forum where you can develop your ability to think critically or
be a reflective practitioner.”
24. TRAINING IN REFLECTIVE PRACTICE
“You can never underestimate what people
don’t understand. So my first reaction was
gonna be no, anybody knows how to
reflect… but maybe they don’t you know,
and who wants to chance it. You know, I
think picking a couple of themes on what
to reflect on… work with stakeholders, and
your data… and then people sharing stories
about reflecting, and role modeling
reflecting on something would be helpful
to students and practitioners.”
26. DISCUSSION
• Although participants are not using
the words “reflective practice,” they
are engaging in the behaviors
associated with the notion.
• Participants’ conceptualizations of
RP were in line with both the
essential competencies for program
evaluators (Stevahn, King, Ghere, &
Minnema, 2005) and the Program
Evaluation Standards (Yarbrough,
Shulha, Hopson, & Caruthers,
2011).
27. DISCUSSION
• Patton (2012) expressed suspicion with
regard to how much evaluators actually
use RP systematically in their evaluation
work…
• Overall, participants’ conceptualization of
RP appears to be above and beyond the
call of duty presented by the essential
competencies for program evaluators
described by Stevahn and her colleagues
(2005).
28. IMPLICATIONS FOR PRACTICE
• How professional evaluators label RP in evaluation
• A more systematic approach to RP in evaluation
• Ensuring professional evaluators build time into
evaluation for reflection (alone and with others)
• Training professional evaluators in RP and its
associated behaviors
29. RECOMMENDATIONS FOR FUTURE RESEARCH
• Case study research on evaluators
• Follow-up with a quantitative examination
• Perspectives of RP in evaluation from practitioners
in different countries
• Replication with less experienced evaluators
30. Thank you for your time!
QUESTIONS OR COMMENTS?
CONTACT INFORMATION:
Tiffany Smith, Ph. D
University of Wisconsin, Stout
smithtif@uwstout.edu
Gary Skolits, Ed. D.
University of Tennessee,
Knoxville
gskolits@utk.edu
Patrick Barlow, Ph. D.
University of Iowa
patrick-barlow@uiowa.edu
Editor's Notes
Competencies are a set of skills that evaluators should have
Standards are a set of guidelines referred to by evaluators and stakeholders to see how evaluators should behave
Theoretically – organizational learning in evaluation, evaluation use, decision-making in evaluation, etc.
Note range of experience – most of these were very experienced evaluators and a number of them are well known in the evaluation field.
Note – academics were practicing evaluators as well, they just practice in an academic setting.
Note – generalist meaning not specific to one field, but take evaluations as they come.
Note – serendipitous meaning “fell into evaluation” – this is still a new field, and most didn’t expect to end up in an evaluation profession.
RQ 1 – 6 major themes
RQ 2 – 5 major themes
RQ 3 – 3 major themes
Training in RP
FIRST – who were my participants???
Learning through feedback from others and focusing on improvement
Including formal or informal metaevaluation/metaanalysis
Helping stakeholders and the organization to learn, including facilitation
One participant made a general observation regarding learning and reflection in evaluation. They stated…
The idea of multiple perspectives was brought up in terms of including multiple perspectives through collaboration with other individuals; taking into account different sources of data and triangulating; and considering different sources of information available in the evaluation or program context.
One participant discussed the idea of triangulation with stakeholders. She said…
Participants were asked whether RP in evaluation was intuitive or purposeful.
Overwhelmingly participants claimed it was both. Those who claimed it was purposeful made the distinction that there is indeed an intuitive element, but that RP is a purposeful practice. Respondents who thought of it as intuitive really focused on the idea that it is just something that they do in their everyday practice as humans.
Intuition was talked about in terms of being in the moment and operating with your past experiences and background to guide you. Participants chose words and phrases like “natural,” “emotional,” “personalities,” and “human nature.”
This participant discussed the intuitive element of RP, but also discussed the purposeful element. She said…
In the context of RP as purposeful, it was considered an intentional process with tools and/or structure to it. Participants used words like “systematic,” “explicit,” “rigorous,” or “intentional.”
One participant said…
Some participants talked about thinking generally, mentioning that reflection is a process of thinking through the evaluation, while other participants talked about thinking back over past work with an eye towards improvement. Other responses centered on critical or evaluative thinking, which was reported to be more systematic. Finally, some participants focused on understanding the context of the program they are operating in.
Throughout!
Some specific areas of evaluation discussed –Negotiation, Pre-Evaluation, Design, Implementation, Analysis, Reporting, Post-Evaluation
Self-Evaluation, formal Metaevaluation/Metaanalysis, general Feedback
With regard to those who discussed collaboration in terms of RP, 13 participants started discussing the collaborative element of RP before the interviewer asked, 4 of which brought up collaboration early on in their definition of RP.
ONE PARTICIPANT didn’t bring up the notion of collaboration in the context of RP
When participants were asked if there should be any sort of training in RP,
3 said no need.
5 Unsure – Thought it may be useful but didn’t know how to do it, or thought it was built into the learning process.
11 YES, it would be good for evaluators to receive training in RP