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  • 1.CILIP Reflective Practice 28th October 2013 Dr. Paula Nottingham

2. Reflective Practice Reflective practice Feedback Postgraduate Courseis a valuable way ofunderstanding how professionals evaluate what they do in order to improve their performance in the workplace. 3. Reflective practiceTHOUGHT/COMMENT Strategies for reflective practice can help save time, but time is sometimes difficult to find in a busy work/life schedule. 4. Using Reflectioninside interior personalexterior professional with others 5. Using ReflectionDraw a head Fill the head with ideas.Discuss these with the group. 6. Using ReflectionConcept drawings are devices for visualising ideasinside interior personalexterior professional with othersThe only rules say not to draw recognised figurative imagery you can use shapes, lines, arrows, patterns. Three minutes 7. The journeyReaching goals through reflective practice Using critical reflection as a way to engage and challenge. Aint no mountain high enough 8. Reflective practice in professional lifeReflection using contextual and situated knowledgeExperience of practiceAdult learning and social learning theory based on critical reflection to improve performance 9. Work based learningtransdisciplinarityWork based learning (WBL) can be within a disciplinary area or used more generically within a workplace that contains transdisciplinary knowledge (Gibbons et al., 1994). Middlesex model of work based learning (e.g Costley and Armsby, 2007) Looks at learning in the workplace - there is a need to find the space and time to learn and negotiate change for busy professionals performing various roles and functions - often the emphasis is on the service or competencies that are required versus individual or team capabilities. Considers individual and organisational learning. 10. Tripartite PracticeProfessional learnerEmployer/workplaceLearning consultant/professional peers 11. The journeyStargazing Allowing critical reflection to guide present and future action. 12. SchnReflection-in-action practice is when practitioners think about practice while they are doing it. Reflection-on-action can happen after the encounter. It is about using tacit knowledge and treating experience as unique versus solely using technical rationality. It is the entire process of reflection-in-action which is central to the art by which some practitioners deal well with situations of uncertainty, instability uniqueness, and value conflict (Schn, 1983, p. 50). 13. Argyris and SchnWhen they came to explore the nature of organizational learning Chris Argyris and Donald Schon (1978: 2-3) described the process as followsSingle-loop learning is like a thermostat that learns when it is too hot of too cold and turns the heat on or off. The thermostat can perform this task because it can receive information (the temperature of the room) and take corrective action. Doubleloop learning occurs when error is detected and corrected in ways that involve the modification of an organizations underlying norms, policies and objectives (Infed, 2013). 14. Argyris and Schn A_Diaggrammatical_Representation_of_Organisational_Learning_Using_Socio_Cultural_Theory__KSchofield.pdf 15. Experiential models for reflectionKolb and others developed models of experiential learning practice that include developing learning from doing. Learning from experience is a variation of this practice. 16. Experiential models for reflection 17. Honey and MumfordWe learn in different ways Activist - learning by doing Reflectors - learning by observing Theorist - learning by thinking through in a logical manner Pragmatist - learning through putting ideas into practice and testing them out Honey and Alan Mumford developed their learning styles system as a variation on the Kolb model (Infed, 2013, online). 18. What is Reflective Practice?Boud in Creating a Work-based Curriculum, Work-based Learning A New Higher Education (Boud and Solomon, 2001) p. 55.Critical reflection is important because it is only through deeper critique that work situations can be improved, workplaces transformed and productivity significantly enhanced. It is about noticing and questioning the taken-for-granted assumptions that one holds and that are held by others. While it can be discomforting process, it is necessary in all situations that do not involve perpetuating the status quo. 19. What is Reflective Practice?Erauts (1994) professional knowledge: Propositional knowledge disciplinary/professional principles Impressions, Personal knowledge and Interpretations of Experience people naturally develop some constructs, perspectives and frames of reference which are essentially personal, even if they have been influenced by public concepts and ideas circulating in the community (p.106). Process knowledge - procedures based in professional practice - skilled behaviour 20. DeweyJohn Dewey introduced a practical way of thinking saying that experience was key to understanding. Reflective thinking is always more or less troublesome because it involves overcoming the inertia that inclines one to take things at face value ; it involves willingness to endure a condition of mental unrest and disturbance (1910, p.13). Unconsciousness gives spontaneity and freshness ; consciousness conviction and control (2010, p.217). 21. The journeySeeing the realities of practice. Allowing the process to clarify and articulate needs. 22. Using ReflectionPersonal goals that can be played out at work and home to develop a work/life balance and utilise informal learningWhere do you think the process of reflection might help you improve or develop more useful practice? Job description What is your role What do you do? 23. Learning Log exerciseFill out the sample learning log using a small and focused experience from your workplace. What was the task for the learning? What have I learned about the focus/task? How can I be more effective? What needs to be done and why? e.g. acquiring knowledge, feedback/discussion with peers? What have I discovered about myself? e.g. strengths, points of view, valuesDate 24. Using ReflectionWhat did you learn about yourself?Experience of practiceWhat did your learn about your workplace? 25. Reviewing an incident using KolbTake an larger significant incident from you own professional working environment and apply the thinking form the Kolb cycle. Discuss this with others.What did you do?Doing How did it go? Reviewing What ideas would you keep or do differently? Concluding Planning/trying outWhen we you try out the new version after reflecting on the outcomes? 26. Using ReflectionFollowing up on the critical reflection - making a difference to practiceWhat are your ideas? How can you action your ideas? 27. Closing the shutter for a break 28. Using reflective practice with othersLeading others along the way Guiding service users in reflective practice. 29. Communities of Practice (Wenger)Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly (Wenger, 2011, online). 30. Mapping your CoPsUsing the 3 elements as guides map and describe and map your communities of practice and the elements of coherence they might have. 31. Your network of practiceSee if you can map your communities of practice then we will discuss how you can use reflective practice in these groupings. 32. Your network of practiceHow can your reflective practice to think about activity within your professional communities of practice? Can everyone think of 3 ways that reflective practice can be shared within your various communities? Try to action these as you develop your community networks. Work role 1Personal or voluntaryWork role 2Professional community 33. Adding to or making a start Use todays exercises to develop a sense of where you need to apply critical reflection in your practice. 34. Adding to or making a start Create a portfolio where you can continue to research and explore the practices discussed today.Personal journal Work log Concept drawings Collecting evidenceDigital blog Work based identity Participating in online Forums 35. Reflective Practice 36. Indicative BibliographyBoud, David and Solomon, Nicky (2001) Work-based Learning A New Higher Education A New Higher Education, SRHE, Buckingham: Taylor and Francis Inc. Eraut, Michael (1994) Developing Professional Knowledge and Competence, London: Falmer. Francis, Russell (2011)The Predicament of the Learner in the New Media Age, Weblog, Available from: Gibbons, Michael, Limoges, Camille, Nowotny, Helga, Schwartzmen, Simon, Scott, Peter, and Trow, Martin (1994) The New Production of Knowledge, The Dynamics of Science and Research in Contemporary Societies, London: Sage Publications. Infed (2013) reflection Infed (2013) (online) reflection; david a. kolb on experiential learning, Available from; Schon, Available at: International Review of Open and Distance Learning (2011) (illustration of CoP) (online) Available from: 37. Indicative BibliographyKolb, David A. (1984) Experiential Learning: Experience As The Source Of Learning And Development, Englewood Cliffs, New Jersey: Prentice-Hall. Kolbs Learning Styles (2011) (illustration and text) Available from McAteer, Erica and Marsden, Sally (2004) Networked Learning Conference, Frameworks for the Representation and Analysis of Networked Learning Activity, University of Glasgow (illustration). Murillo, E. (2011) "Communities of practice in the business and organization studies literature" Information Research, 16(1) pa