reflective practice and effective learning linda dack and alison purdy
TRANSCRIPT
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Reflective Practice and Effective Learning
Linda Dack and Alison Purdy
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Objectives
Effective learning Learning preferences Learning opportunities Reflective practice Practical solutions Reflect on your learning now and
in future
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Part One: Learning Effectively
Some considerationsAlison Purdy
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The new challenge for learning
“In times of change learners inherit the earth while the learned find themselves
beautifully equipped to deal with a world that no longer
exists”Eric Hoffer
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Think about:
What do I already know about how I or other adults learn?
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As a group think about -
What were your best learning experiences? Why?
What were your worst? Why?
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Your task:
Build a (proper) wall
No fewer than 5 courses
Use all the bricks
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Your next task:
Include the yellow bricks in your wall
You can’t put them on the top or the bottom
You can’t change the external dimensions of the wall.
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What did you do?
Take the wall to bitsPut in the yellow bricksRe-build the wallThrow away the bricks now
left overFind some new gaps
R.Hoyle 2004
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Adult Learning
All knowledge is ayellow brick………
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Main Points
Based on what we already know Ones own responsibility Learning must be meaningful Intrinsically driven? (Ryan 2003) Often uses a cycle Has lots of styles
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Learners Plea
Don’t stifle my natural curiosity – awaken it!
Just give me the information I need not a lot of information I don’t need!
Let me think through things myself and draw my own conclusions!
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Help me find contexts for the things I’ve understood!
Help me use my knowledge so it doesn't wither away and become useless!
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To ponder
What types of learning experiences may be most useful?
Why?
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What works for you?
Different styles.
Various ways of learning.
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THEORIST
Analyse things logically.
Don’t like abigiguous or subjectivity.
Need to know background theory.
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What theorists like
Logic Structure Questioning Time Conclusions Books
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ACTIVIST
Experience things. Like activity. Usually have a lot
to say. Like to learn as
they go along. “In at the deep
end”
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What activists like
Trial and error. Activity. Novelty. Challenge. Don’t lecture me! Get lonely.
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REFLECTOR
Ponder. Observe. Action later when
considered all perspectives.
Watch first. Gather all data.
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What reflectors like
Consider own/others experience. Plan Observe Reflect Don’t throw at deep end! Group activities like to watch Work well alone Like projects
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PRAGMATIST
Practical Give things a go Try things out then
assess Get to the point Realistic “Get on with it!”
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What pragmatists like
Problem-solving Work based learning See rewards Dislike theory Practical – like to practice, receive
feedback
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What does this mean?
Is it useful to know?
Why?
How is it useful?
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What can you remember?
20% of what we read 30% of what we hear 40% of what we see 50% of what we say 60% of what we do BUT 90% of what we read, hear, see, say
and do. Flanagan (1997)
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How do you prefer yours?
Visual Learner
Auditory
Kinaesthetic
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What have we discovered?
What types of learning experiences may be most useful?
Why?
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Appraisal & Development
Plans
Evidence Based Practice
Non Taught CPD
Clinical Supervision
Reflective Practice
Portfolios
Effective Learning
(The Learning Culture)
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Part Two: Reflection Linda Dack
Definitions of Reflection
Skills Needed Reflective Practice
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What is Reflection?
The action of throwing back light
Mirror Image
Deep or serious consideration, recollection or remembrance
The way in which the mind has knowledge of itself
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Definitions of Reflection
“Reflection is a process of internally examining an issue of concern triggered by an experience, which creates and clarifies meaning in terms of self and which results in a changed conceptual prospective” (Boyd & Fales 1983,p19)
“Reflection is a process of reviewing an
experience of practice in order to describe, analyse, evaluate and so inform learning about practice” (Reid,1993,p306)
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Reflection Skills Needed
Self Awareness
Critical Analysis
EvaluationDescription
Synthesis
Experience
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Experience
An experience is something that has happened to you;
The accumulation of knowledge and skills over time;
The processes that you go through when you do something.
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Self Awareness
Knowing ourselves To be conscious of our character,
including beliefs, values, qualities, strengths and limitations.
Linked to reflection it allows us to see ourselves in a situation and honestly observe how we have impacted on it and how the situation has impacted upon us.
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Description
State characteristics without expressing a judgement;
Recollect the important events and features of your practice;
Reconstruct the situation to review it.
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Critical Analysis
To analyse something is to separate it into its parts and ask questions about them
To be critical includes judgements about the strengths and weaknesses of the parts and the whole
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Evaluation
The ability to make a judgement about the value of something;
Evaluation of self or self assessment is a personal process when you examine yourself over time;
Ultimately we must judge for ourselves.
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Synthesis
The process of building up separate elements into a connected or coherent whole;
When linked with reflection synthesis is the ability to integrate new knowledge, feelings attitudes with previous knowledge feelings and attitudes
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What is reflective practice?
A way of learning from our experiences in order to understand and develop practice;
Three main elements: Things that happen to a person
(experiences) The reflective processes that enable you
to learn from these experiences The action that results when new
perspectives are taken
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Kolb's learning cycle
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Models of reflection
All models of reflection incorporate the core skills
They provide a framework for thinking about practice in a reflective way
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To conclude
Lets re-cap
So it’s easy….is it not?
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The new challenge for learning
“In times of change learners inherit the earth while the learned find themselves
beautifully equipped to deal with a world that no longer
exists”Eric Hoffer
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“Here is Edward
Bear,coming
downstairs now, bump,
bump, bump, on the back of
his head, behind
Christopher Robin. It is, as
far as he knows, the only
way of coming downstairs,
but sometimes he feels that
there really is another way,
if only
he could stop bumping for a
moment and think of it”
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Isn’t it strange?
Isn’t it strange, that princes and kingsAnd clowns who caper in sawdust rings
And ordinary folk like you and me Are builders of eternity?
To each is given a bag of tools An hour glass and a book of rules
And each must build ere time has flown A stumbling block, or a stepping stone.
(Anon.)