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

1. Self-reflection
Dr Ryan Thomas Williams

2. Open questions
• Reflection enables you to verbalise what has happened/how things are so you are
able to capture the event or activity. Please consider the following questions:
• What is it that turns experience into learning?
• What specifically enables you to gain the maximum benefit from the situations you
find yourself in?
• How can you apply your experience in new contexts?

3. What is reflection?
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

4. Reflective Practice
“Reflective Practice is thoughtful consideration of own experience in applying knowledge
to practice”. Schon, (1983)
• Reflective Practice is the foundation of professional development; it derives meaning
from experiences and takes insights and allows you to turn them into practical
strategies for both personal growth and organisational impact

5. Why is reflection important?
• Be used to confront something you may feel uncomfortable about
• Learn how to analyse what happened, why it happened so and then what need to do
with the information uncovered
• Adjust and retune strategies

6. Reflection Cycle

7. Gibbs (1988)
reflective cycle
ERSPECTIVES FOCUSES
Description describe what happened
Feelings
describe what were you
thinking/feeling
Evaluation
identify what was good/bad
about the experience
Analysis
identify a sense/meaning
you can make out of this
Conclusion
identify what you could have
done differently
Action
what would you do differently
next time?

8. Donald Schon
Concept of
Reflective
Practice
( Schon, 1983)

9. Reflection in
action and
reflection on
action

10. Reflexivity
• Reflexivity is an attitude that a researchers adopts when collecting and analysing the
data.
• The researcher reflects about how their role in the study and their personal
background, culture, and experiences hold potential for shaping their interpretations,
such as the themes they advance and the meaning they ascribe to the data
• Commonly used in qualitative

11. Rolfe et al (2001) reflexive practice framework
WHAT?, SO WHAT? And NOW WHAT?
WHAT?
• What was the purpose of this event? Describe the event and the people involved. What did I observe? What roles did others
play? What was the most difficult/challenging part? What surprised me/was unexpected?
SO WHAT?
• What did I learn about myself and those I worked with? What did I do that I thought was effective or not effective? Why was it
effective? Could I have done anything differently? Have I improved my understanding of the event/situation? What are the
general issues that |I can take from this event/situation?
And NOW WHAT
• Plan for further actions

12. Skills needed to reflect effectively
• Being perceptive enough to ‘read’ what has happened and be in touch with your
feelings about it will depend a lot on your emotional and social intelligence.
Emotional Intelligence
• Self-awareness and recognise what others are feeling, know how to handle emotions
and to have self-discipline
Social Intelligence
• It is about empathic skills, motivating and inspiring others and generally knowing how
to work most effectively with others

13. Emotional intelligence
Emotional Intelligence
Categories
Questions Application to your studies
Know yourself What makes you think and feel the way you do?
What parts of your reactions are habitual or
consciously thought through?
What are you afraid of/anxious about?
Being honest with yourself enables you
to reflect on your qualities and faults.
Learn from your experience and reflect
on this through studies.
Choose yourself How do you know what’s right for you?
If you were not afraid or anxious, what would you
do?
Can you increase your awareness of your actions?
Manage your feelings. If something
starts to stress you, identify exactly
what it is and objectively assess why
this is a stressor for you. Can you
manage it yourself?
Give yourself Am I helping or hurting people?
AM I working interdependently with others?
Have I developed empathy?
Do I work by a set of personal standards?
Be aware of your fellow students. When
working together be alert to their
needs as well as yours (be empathic).

14. Social Intelligence
• Feelings of self-respect, self-worth
• Ability to use language effectively
• Understanding of social and organisational contexts
• Confidence in being honest (but not impolite!) which others will appreciate
• Empathic qualities, i.e. your ability to ‘connect’ with people

15. Reflective writing example
Specific tasks were shared out amongst members of my team. However, the tasks were
not seen as equally difficult by all team members. Consequently, the perception of
unfairness impacted on our interactions. Social interdependence theory recognises a
type of group interaction called “positive interdependence” (Johnson & Johnson, 2008,
cited by Maughan & Webb, 2010) and many studies demonstrate that learning can be
improved through cooperation (Maughan & Webb, 2010). We did not experience these
with the initial task allocation. Nonetheless, we achieved a successful outcome through
further negotiation. Therefore, we found that “cooperative learning experiences
encourage higher achievement.” (Maughan & Webb, 2010). To improve the process in
future, perhaps we could elect a chairperson to help encourage cooperation when tasks
are being allocated.