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