2. Introduction and aims of session
To explore the idea of reflection
To outline and discuss some
theories of reflection
To reflect on experience and explore
the idea of writing reflectively
3. What is reflection?
Definition:
"The process of internally examining and
exploring an issue of concern, triggered
by an experience, which creates and
clarifies meaning in terms of self, and
which results in a changed conceptual
perspective"
(Boyd, E. & Fales A.(1983) Reflecting
learning: key to learning from experience.
J. of Humanistic Psychology 23: (2): 99–
117.
4. What is reflection?
Learning from experience: means of
processing experience and using it
to promote learning
Thinking systematically about past
and present events/incidents and
your role in them
Forming generalisations/theories
A way of linking theory and practice
6. Description
Where was I?
Who else was there?
Why was I there?
What was I doing?
What happened?
03/11/15
7. Feelings
How was I feeling at the beginning?
What was I thinking about?
What did other people’s actions
make me think / feel?
How did I feel about the outcome?
What do I think about it now?
03/11/15
8. Evaluation
What was good about the
experience for me, the patient,
others?
What was bad about the experience
for me, the patient, for others?
03/11/15
9. Analysis
‘Breaking it down’
What did I do well / not so well?
What did others do well?
Did it go as expected?
Why / why not?
What theory / research helps me
understand the experience?
03/11/15
10. Conclusion
Could I have done anything
differently?
What are the key things I have
learned from this incident - about
me, my performance, others and
their performance?
Can this be evidence of
achievement of placement
outcomes / competencies?
03/11/15
11. Action Plan
What would I do in a similar situation
in the future?
What aspects of my knowledge /
skills could I develop?
How will I do this?
What goals can I set myself for the
future?
What outcomes / competencies do I
need to focus on now?
03/11/15
12. The What? Model of structured
reflection (Driscoll 2000)
What….
..is the purpose of returning to this
situation?
..happened?
..did I see / do?
..was my reaction?
..did other people do?
03/11/15
13. So What?
How did I feel?
How did these compare with other
people’s feelings?
Do I still feel the same?
What were the effects of my actions?
What are the positive aspects?
What have I noticed about my practice?
What have other people noticed about
my practice?
03/11/15
14. Now what?
What are the implications of this analysis –
for me and others?
What if I do nothing?
What information / skills would I need to
cope with similar experiences?
What help would I need to acquire these?
What is the main learning from this
experience and reflection?
Is this evidence of achievement of
placement outcomes / competencies?
03/11/15
15. Basic things to put in place to be
successful
Experiment with different approaches until
you find one that ‘fits’
Commit to giving time to reflection in
whatever form you choose. See it as an
essential aspect to your practice rather
than an ‘add on’.
Start small and work up to the big issues
Be open to new ideas and new ways of
thinking
Be willing to challenge your assumptions
and practices
03/11/15
16. Reflective writing
Helps you learn from experience
Helps you build on your expertise
Developing your expertise is an important
aspect of evidence based practice
Reflective writing can be used as evidence
to include in your portfolio to help you
achieve your placement outcomes
03/11/15
17. Boud’s model
Returning to experience
Attending to feelings: utilizing positive
feelings and removing negative feelings
Re-evaluating experience: changing
perception/interpretation of the event
Application of new learning in new situation
Boud D, Cohen R and Walker D (1985) Reflection:
turning experience into learning. London: Kogan
Page
18. Contexts of reflection
Internal factors
e.g. your feelings, your emotions
around the event
External factors
e.g. the environment, other people
involved, social factors such as
power differentials
21. B a s i c s i n a B o x
Reflective Essay at a Glance
RUBRIC Standards for Writing
A successful reflective essay
should
• be written in the first person
• describe an important experience
in your life or in the life of someone
you admire
• use figurative language, dialogue,
sensory details, or other
techniques to re-create the
experience for the reader
• explain the significance of the
event
• make an observation about life
based on the experience
• encourage readers to think about
the significance of the experience
in light of their own lives
22. Activity 1 Reflecting on experience
In pairs: One person to act as the
`storyteller’, the other as the
listener/note taker
Stage 1:
Storyteller to think of an event or
incident in your last placement
which challenged you
Describe the incident briefly to your
partner
Partner to make brief notes
23. Activity 1 Reflecting on experience
Stage 2: Partner to question
storyteller about their experience
What happened?
What went well, and why?
What went less well, and why?
What would I do (differently) next
time?
What insights have I gained from
the experience?
24. Activity 1 Reflecting on experience
Stage 3: Writing reflectively
Together write a short (no more
than 1 side A4) reflective account of
the incident
Use a reflective model to underpin
your account
Weight your account in favour of
analysis rather than description
25. Activity 1 Reflecting on experience
Stage 4: Feedback to group
What have you learned?
About the process of reflection?
About yourself?
About writing reflectively
26. Summary: Writing reflexively for academic
purposes
Writing in the first person: not
simple storytelling or description,
but reflecting on your experience in
relation to academic literature.
Standing back from the original
experience and analyzing it as an
`outsider’ – what insights have you
gained?
27. Writing reflexively for academic purposes
Balance of description and
reflection: how much description of
case/patient and how much
reflection on your role
Incorporating theory: how is your
practice underpinned by theory?
Using learning journals/reflective
diaries to aid reflection
28. General Guidelines
For written:
Short bond paper
Calibri, font 12, double space
Minimum of 2 pages, max of 5
Heading:
Name and Section
Entry Number and Title
29. JOURNAL TOPICS
No. 1 – Readiness as A Teacher
No. 2 – Prior Observation of
Learners
No. 3 – Lesson Planning
No. 4 – Lesson Preparation (IM,
Help from the CT, Working with
groupmates)
No. 5 – Execution of Lesson Plan
(Video Journal)
