Reflecting upon reflection

Ann Winter

2009

E.R.A.

• Experience

• Reflective process

• Action

Learning from reflection

• ‘…we learn by doing and realising what came of what we did…’ Dewey (1938)

• Kolb (1984) Experiential learning cycle – when we learn from events we need to recall and reflect on our observations.

• Reflect – describe event and experience, analyse it so that we form some theories and understanding of it ie learning to apply to our practice

Cycle

We consciously take action as a result of our reflections then the next time we have that experience we encounter it in a different way

The experience has been transformed making it into a different experience

Pragmatic view

• Practical/problem solving

• Proliferation of models & frameworks

• Dewey - ‘authentic reflection’ when confronted by a ‘felt difficulty’ which is problematic/perplexing

• Reflecting upon experience/actions rather than Schon ‘in action’

Reflection upon action

• Time and place

• Reflect back to event/action and slow down the event

• Slow motion of event

• Describe event – how things appeared to you

• Exercise 1

Brief descriptive narrative

• Description of events• A thumbnail sketch• Factual detail• Who• What• When

Stage 1 15 minutes• Choose an incident that has had some

form of impression on you

• - things may have gone well or not as well as expected

• Describe it

• Who did it involve?

• What exactly did you do?

• Go back again to observing the event

• Identify the ‘felt’ problem

• Begin to ? Actions

• Consider motives for behaviour/possible explanations

• Exercise 2

Wise non- judgmental but challenging observer

• Can you explain why you did it that way?

• Going back to…….what did you think?

• Were you aware of…….?

• How did you feel?

• What was good/bad?

• Are there key themes from the incident?

Slow motion to Transcendence

• Identify ‘felt’ problem

• Explore rationale

• Deeper thought processes

• Alternative explanations/actions

• Consider assumptions and personal values

• Exercise 3

Critical reflection

• What did you learn?

• Is there any theory you can use to consider the event?

• Could you have done anything differently?

• If it happens again what will you do?

Known to unknown

• Apply reasoning to event

• Explore tentative theory

• Gaining conscious control of your thinking and knowledge

• Exercise 4

Retrospective - dig

• Discovering and exploring assumptions through the use of Socratic dialogue

• Why?• What was your reasoning• Consider how others might

have viewed the event• Consider your emotions• Are there any associations

with similar events/prior knowledge?

Changed perspective

• Transformational learning

• Change the way we see ourselves and our world

• If it happens again what would you do?

Critical reflection

• Reflecting upon practice situations so that they become learning situations to become the practitioner you want to be

• Johns pool of inviting blue water- shallow end where you can see the bottom and deep end where the bottom is unknown (what depths must I go to know myself?)

Schon (1983)The reflective practitioner

• Two types of knowledge

1. Technical rationality – knowing that (facts) – the artists tools

2. Professional artistry – knowing how- intuitive knowledge from practice – same tools different pictures

Window

• Critical reflection is a window through which the practitioner can view and focus self

• Context of own lived experience

• Confront and work towards resolving contradictions between what is and what is desirable practice

• Johns 2000 Becoming a reflective practitioner

Indicative content

• Recall - Brief descriptive narrative identifying the critical issue

• Retrospective - Exploration and analysis of personal assumptions within the event

• Selection and reference to theoretical literature on reflective practice

• Examination of the critical issue with reference to a reflective framework or model and rationale for its use

• Discussion and evaluation of internal and external contextual issues and their impact on the event

• Evaluation of own performance through discussion of a changed personal perspective and implications for professional practice

Illuminate

• Are there any patterns?• Can you draw upon any

theories?• Read around wider

perspectives • Consider contextual

policies, evidence• Revisit the event and

consider if there are new frames of reference

• Well worn paths are easy to follow but guide and mould to their own pattern

• Tools are useful

• The depths you must go to are to encounter the deep end – to not just navel gaze but to identify and challenge assumptions, context and use imagination to consider alternatives