Slides from the Edubites session on supporting reflective practice in January 2016

1. +
Dr James Field
Lecturer in Restorative Dentistry
Supporting reflective
practice
• What is it?
• Tools to help

2. Know
where
you’re
going
?

3. Know
where
you’ve
been
?

4. Evidencing your practice
 As a professional within Higher Education, it is becoming increasingly
important to be able to evidence what you do
 This includes what you have done, often up to the last 5 years
 Simply recording activities is not enough
 You can reference each and every activity that you carry out against the
UK Professional Standards Framework
 This is a sector-wide benchmark that covers all aspects of teaching and
supporting those who teach

5. Taking pride in your work, being recognised
& remaining in good standing
 In order to obtain recognition from the Higher Education Academy,
it is necessary to be able to show how your activities map to the
UKPSF
 AFHEA, FHEA, SFHEA, PFHEA
 It may even become a requirement to show how you map to
particular levels of the framework each year to your managers
 This would bring HE in line with other UK professions such as
Nursing, Midwifery, Medicine and Dentistry
 Ultimately though, this is also about helping you to take pride in
what you do and to continually develop your practice

6.  Learning from our experiences
But what makes reflection different from implicit
learning?
 Making the most of those experiences
 Appreciating alternative viewpoints
 Considering alternative actions and outcomes
 Revisiting those thoughts
Reflection

7. 96%
2%
felt that
reflection is
important
currently use a
framework for
reflection
yet only

8. Tools to help
 Understanding the various levels of reflective practice
 Understanding the UKPSF
 Being able to record and sort through entries
 Getting into the habit
 Sharing your experiences
 Newcastle’s ePortfolio
 Soon (hopefully) a dedicated reflection toolkit

9. Levels of reflection
 Description
 X happened
 Descriptive reflection
 X happened because of Y
 Dialogic reflection
 Mulling things over, internal discussions
 Critical reflection
 All of the above and…
 Standing back and looking at the social and political context of the
encounter
 Considering other frames of reference
 Demonstrating different levels of exploration

10. The UK PSF
… and supporting others, and leading others…..

11. The remainder is tricky…
 Being able to record and sort through entries
 The first part is planning what you need to do
 LTDS can help you identify appropriate activities
 You can of course make your own judgement
 The second part is making the most of it (reflecting)
 How you structure this is often very variable and individual
 The third part is mapping it to the UKPSF
 Unless you’re a whizz with databases or spreadsheets this is hard
 Getting into the habit
 Contemporaneous or post-hoc? On the move?
 Sharing your experiences
 Peer review? Time to meet up? Awkwardness?

12. ePortfolio
 http://portfolio.ncl.ac.uk
 Can help you to:
 Record activity against UKPSF
 Share evidence with others
 Overview of activity?
 Framework for reflection?
 Dedicated interface?
 Exporting activity?
 Graeme Redshaw-Boxwell
 graeme.redshaw-boxwell@ncl.ac.uk

13. Stay Sharp.
Bring your practice into focus
 Record
 Map
 Reflect
 Export
reflectiontoolkit.org

14. Any
thoughts?