• April 21st, 2016

Reflection

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Introduction
Throughout your time at university, a lot of emphasis has been placed on supporting you to develop your skills in using reflection as a tool for learning from experience. The main reason for this is to provide you with a way of thinking and exploring experiences that supports your:
• Understanding of self
• Awareness of the influence of the context on outcomes
• On going personal and professional development
• Development as a life long learner
As you prepare to leave us, we are aware that some of you may not always appreciate or value this aspect of your studies and may enter the world of work without understanding the range of tools available to support reflection and therefore move away from ‘examining your experiences to just living them’ (Amulya 2008: 1). In the short term this may have little impact but if you wish to meet your full potential and work effectively with others, you do need to find a way to make sense of the struggles, dilemmas, breakthroughs and successes you will continually experience within the world of work.
In recognition of this, we have compiled a number of exercises and activities that support reflective practices for you to use during this module. We have tried to present tools that appeal to the widest range of learning preferences.
As part of your assessment, you are required to record your reflections on your experiences. You must choose at least one of the tools each week in order to complete this task. You are not required to use the same tool each week, on the contrary, we would encourage you to use all or as many of the tools presented.
We suggest that you:
• buy a large scrap book to present your weekly reflections for final assessment.
• Push yourself to try out the different tools
• Record your thoughts about each tool
• Discuss your reflections with others
• Include any critical incidents that occur outside of the module that connect with themes explored during the module

How it works: There is one compulsory reflective tool: The Jelly Baby Tree. Each week you are required to number the jelly person that connects with how you feel at the after each session. You can use the same position more than once You can then choose which other reflective tool you use to explain your stated position on the tree. If you need any further guidance, please do not hesitate to ask your module tutor or the module leader.

The Jelly Baby Tree
Your name:

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What is Reflection?

Thoughtful deliberation”
(Tickle, 1994)

“Learning from experience”
(Spalding, 1998)

WHAT IS REFLECTION?

“systematic, critical and creative thinking about action with the intention of understanding its roots and processes”
(Fish and Twinn,1997)

Has 3 Stages:
• The learning opportunity
• The information gathering and critical analysis
• The changed perspective (Spalding,1998)

Tools of reflection

• Write a short story
o Tell a story about your experience and then stand back and tell it again from the perspective of someone else in the story who would be looking at you as part of it.
• Write a poem or song
• Create a drawing or collage
• Produce a cartoon strip
• Produce a list of questions that you would like answered about the topic
• Write a letter dated 10 years in the future that describes how you have used the learning from this experience
• Create a sculpture or model ( include picture and describe its meaning)
• Make a list of at least 20 words that describe your feelings, thoughts and emotions
• A Dear diary entry
• Prepare a presentation about your learning for your peers
• Produce a newspaper article on the workshop
• Create a poster of your key learning points
• Reflective questions (provided on following pages)
• Creating a list
o Write a list of actions that you are goin to do to improve your:
§ study skills,
§ ability to learn from change
§ your understanding of organisational change
• Imaginary conversations
o Write an imaginary conversation with another person

Critical Incident Analysis

1. Description – what happened?

2. Feelings – what were you feeling?

3. Evaluation – what was good or bad about the experience?

4. Analysis – what sense can be made of the situation?

5. Conclusion – what else could you have done?

6. Action plan – if the situation arises again what would you do?

Reflective Questions
Choose at least 3 questions to explore

1. What part of this was hardest? Why?
2. What part of this was easiest? Why
3. What were your feelings as you went through the experience? Why do you think you felt this way?
4. What felt like it was most fun? Why? What are you going to do about this?
5. Where have you experienced a similar feeling?
6. What were you excited about? Why? What are you going to do about this?
7. What were you uneasy or unsure about? What are you going to do about this?
8. What part of this process do you not like? What are you going to do about this?
9. What leaves you confused? Why? What are you going to do about this?
10. What intrigues you? Why? What are you going to do about this?
11. What was frustrating for you? Why? What are you going to do about this?
12. What surprised you? Why? What are you going to do about this?
13. What would you add? Why? What are you going to do about this?
14. Where were you reminded of something in your own life? Why? What are you going to do about this?
15. What part are you most confident about? Why? What are you going to do about this?
16. What questions do you have? Why? What are you going to do about this?
17. Who or what in your life or work do/did you identify with? Why? What are you going to do about this?

Reflective Practice

Reid (1994) Gibbs Reflective Cycle

Reflectivity

The circular process by which our thoughts affect our actions, which affect the situation we are dealing with and therefore after feedback through the reactions of others involved which can affect how we understand and think about the situation. So we constantly get evidence about how effective or worthwhile our actions are.

What happened? (description)

What were you thinking/feeling?
(feeling)

What would you do if it happened again?
(action plan)

What was good/bad about the experience?
(evaluation)

What alternatives did you have?
(conclusion)

How can you make
sense of what happened?
(analysis)

Reflective Learning Log
DATE:

Consider all these questions in whatever order suits you.

What was the event?

What was I expecting to learn (if appropriate)?

What have I learned?

What is significant about this learning for me?

How does this learning link to the competencies for my job?

How will this learning change my practice?

DATE:
What were my feelings about what happened?

What went well?

What didn’t go so well?

What were the feelings of others involved?

What evidence do you have?

What evidence from research was used?

(Jane Williams & Pam Cowley, Mid Devon Working Group Approved DMT Sept 2004)

The Reflective Process —
Analysing & Learning from Experience

1. Gather the Information

Describe the incident
Explain the context
Take any relevant clarifying statements from others involved

2. The Reflection

What was I trying to achieve?
What were the consequences of my action for the patient, for my colleagues, for me?
What do I feel about it?
What has been the effect on my colleagues?
What factors/previous knowledge may have influenced me?
What alternative action could I have taken?

3. The Learning Process

How do I feel now?
Could I have acted differently?
What have I learnt?
How will that influence my future practice?
What has the incident taught me about my values and/or my belief system?
What ethical principles were involved?

Once you have completed the process, it would be valuable to evaluate it again, with a colleague or with a professional mentor to clarify the main issues, the learning involved and the impact on your practice.

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