Assignment on
Reflective
practice- Modes and means
Submitted to : Simi teacher Submitted by : Rajasree C.R
Submitted on:18.09.2014
INTRODUCTION
Reflective practice is a way of studying your own
experiences to improve the way you work. The act of reflection is a great way to
increase confidence and become a more proactive and qualified professional. Engaging in reflective practice should help
to improve the quality of care you give and close the gap between theory and
practice. Reflective practice can be an important tool in practice-based
professional learning settings
where individuals learning from their own professional experiences, rather than
from formal teaching or knowledge transfer, may be the most important source of
personal professional
development and improvement.
Further, it is also an important way to be able to bring together theory and
practice; What is important about
reflection throughout your practice is that you are not just looking back on
past actions and events, but rather you are taking a conscious look at the
emotions, experiences, actions, and responses, and using that to add to your
existing knowledge base to draw out new knowledge which will help to improve
quality of the performance. Learning is a dialectic and cyclical process
consisting of four stages: experience, observation and reflection, abstract re
conceptualization and experimentation. While experience is the basis for learning,
learning cannot takes place without reflection.
CONTENT
Reflective practice is a process by which the
person: stop and think about his practice, consciously analyze his decision
making and draw on theory and relate it in practice. Critical analysis and
evaluation refocuses the thinking of existing knowledge and helps generate new
knowledge and ideas. As a result, the person can modify his actions, behavior,
treatments and learning needs.
Reflective practice can be an important tool
in practice-based
professional learning settings where individuals learning from their own
professional experiences, rather than from formal teaching or knowledge
transfer, may be the most important source of personal professional
development and
improvement. Further, it is also an important way to be able to bring together
theory and practice. What is
important about reflection throughout the
practice is that it is not just looking back on past actions and events,
but rather taking a conscious look at
the emotions, experiences, actions, and responses, and using that the existing
knowledge base to draw out new knowledge, meaning and have a higher level of
understanding . As such the notion has achieved wide take-up, particularly in
professional development for practitioners in the areas of education and
healthcare. The question of how best to learn from experience has wider
relevance however, to any organizational learning environment. In particular, people in
leadership positions have a tremendous development opportunity if they engage
in reflective practice.
History
and background
Reflective Practice was introduced by Donald
Schon in his book The Reflective Practitioner in 1983, however, the concepts underlying reflective
practice are
much older. John
Dewey was among the first to write about Reflective
Practice with his exploration of experience, interaction and reflection. Other researchers such as Kurt
Lewin, Jean
Piaget, William
James and Carl
Jung were developing theories of human learning
and development. Marcus Aurelius Meditations has also been described as an
example of reflective practice.
Dewey’s works inspired writers such as Donald
Schon and David Boud to explore the boundaries of reflective practice. Central
to the development of reflective theory was interest in the integration of
theory and practice, the cyclic pattern of experience and the conscious
application of that learning experience. For the last 30 years, there has been
a growing literature and focus around experiential learning and
the development and application of Reflective Practice. Reflective practice
also contributes to learning and expressing our own and others' stories .
Donald Schon’s 1983 book introduces concepts
such as ‘reflection on action’ and ‘reflection in-action’ where professionals
meet the challenges of their work with a kind of improvisation learned in
practice. Reflective Practice has now been widely accepted and used as
developmental practices for organisations, networks, and individuals. Reflective Practice can be seen and has been
recognised in many teaching and learning scenarios, and the emergence in more
recent years of blogging has been seen as another form of reflection
on experience in a technological age.
Different
methods to do reflective practice
·
Keep own diary or journal is an easy
way to get started.
·
Try working on it with colleagues,
doing peer review, clinical supervision or mentoring.
·
Use support tools to help reflect on significant incidents from practice
Models of
Reflective practice
The concept of Reflective
Practice centers around the idea of lifelong learning in which a practitioner
analyses experiences in order to learn from them. However it is important to
note that events experience and events retold hold their own importance. When
experiencing something (reflection-in-action), we are learning, however it can
be difficult to put emotions, events, and thoughts into a coherent sequence of
events. When retelling/rethinking about events we are better able to categorize
events, emotions, idea, etc. and be able to link our intended purpose with the
actions that we carried out. Only from here can we remove ourselves and your
direct emotional attachment from an action, and look at it from a critical
standpoint; when retelling it is as if we are taking ourselves out of the
action and are telling a story of a sequence of events Reflective Practice is used to promote
independent professionals who are continuously engaged in the reflection of
situations they encounter in their professional worlds. Several models of
reflection exist and are used to draw lessons out of experiences.
Argyris and Schön 1978
Adaptation of the single and double
loop learning model by Argyris and Schön
Adaptation of the reflective model by Schön
Argyris and Schön pioneered the idea of single loop and double loop learning in 1978. The theory was built around the recognition and
amendment of a perceived fault or error. Single loop learning is when a practitioner
or organisation, even after an error has occurred and a correction is made,
continues to rely on current strategies, techniques or policies when a
situation again comes to light. Double loop learning involves the modification
of personal objectives, strategies or policies so that when a similar situation
arises a new framing system is employed.
Based on the works of John
Dewey, Schön derives the notions of “…reflection-on-action,
reflection-in-action, responding to problematic situations, problem framing,
problem solving, and the priority of practical knowledge over abstract theory.
Reflection-in-action can be described as the ability of a practitioner to
‘think on their feet’, otherwise known as ‘felt-knowing’. It revolves around
the idea that within any given moment, when faced with a professional issue, a
practitioner usually connects with their feelings, emotions and prior
experiences to attend to the situation directly. Reflection-on-action on the
other hand is the idea that after the experience a practitioner analyses their
reaction to the situation and explores the reasons around, and the consequences
of, their actions.
Kolb 1975
Adaptation of Kolb’s reflective model
Kolb was highly influenced by the research
conducted by Dewey and Piaget in the 1970s. Kolb’s reflective model highlights
the concept of experiential learning and is centered around the transformation
of information into knowledge. This takes place after the situation has
occurred and entails a practitioner reflecting on the experience, gaining a
general understanding of the concepts encountered during the experience and
then testing these general understandings on a new situation. In this way the
knowledge that is gained from a situation is continuously applied and reapplied
building on a practitioners prior experiences and knowledge.
Gibbs 1988
Adaptation of Gibb’s relective model
Graham Gibbs discussed the use of structured debriefing to facilitate the reflection involved in Kolb's "experiential learning cycle". He
presents the stages of a full structured debriefing as follows:
·
(Initial experience)
· Description:
"What happened? Don't make
judgements yet or try to draw conclusions; simply describe."
· Feelings:
"What were your reactions and
feelings? Again don't move on to analysing these yet."
· Evaluation:
"What was good or bad about the
experience? Make value judgements."
· Analysis:
"What sense can you make of the
situation? Bring in ideas from outside the experience to help you."
"What was really going on?"
"Were different people's
experiences similar or different in important ways?"
· Conclusions (general):
"What can be concluded, in a
general sense, from these experiences and the analyses you have
undertaken?"
· Conclusions (specific):
"What can be concluded about your
own specific, unique, personal situation or way of working?"
· Personal action plans:
"What are you going to do
differently in this type of situation next time?"
"What steps are you going to take
on the basis of what you have learnt?"[11][12]
Gibbs' suggestions are often cited as Gibbs' reflective cycle or Gibbs' model of reflection (1988), and simplified into the following six
distinct stages:Therefore, offering constructive vital questions to assist in
structuring reflection of learning experiences (Finlay, 2008).
· Description
· Feelings
· Evaluation
· Analysis
· Conclusions
· Action plan.
Johns 1995
Johns’
model is a structured mode of reflection that provides a practitioner with a
guide to gain greater understanding. It is designed to be carried out through
the act of sharing with a colleague or mentor, which enables the experience to
become learnt knowledge at a faster rate than reflection alone
Brookfield 1998
Critically reflective practitioners
constantly research their assumptions by seeing practice through four
complementary lenses: the lens of their autobiography of learners of reflective
practice,the lens of learners eyes,the lens of colleagues' perception and the
lens of theoretical, philosophical and research literature.[16] Reviewing practice through these lens makes
us more aware of the power dynamics that infuse all practice settings It also
helps us detect hegemonic assumptions-assumptions that we think are in our own
best interests but actually work against us in the long run. To become
critically reflective Brookfield thinks that the four lenses stated above will
reflect back to us.
Rolfe 2001
Adaptation of Rolfe’s reflective model.
Rolfe’s reflective model is based around Borton’s 1970 developmental model. A simplistic cycle composed of 3 questions
which asks the practitioner, What, So What and Now What. Through this analysis
a description of the situation is given which then leads into the scrutiny of
the situation and the construction of knowledge that has been learnt through
the experience. Subsequent to this, ways in which to personally improve and the
consequence of ones response to the experience are reflected on.
Ganshirt 2007
Based on Schon's theory and writings of Otl Aicher, Christian Ganshirt proposes the concept of the Design Cycle to describe the
reflective and repetitive structure of design
processes, assuming that this structure is
underlaying all such processes. The Design Cycle is understood as a circular time
structure, which may start with the thinking of an idea,
then expressing it by the use of visual and/or verbal means of communication
(design tools), the sharing and perceiving of the expressed idea, and starting
a new cycle with the critical rethinking of the perceived idea. Anderson points
out that this concept emphasizes the importance of the means of expression,
which at the same time are means of perception of any design ideas. These means or design tools enable and
structure the visual and verbal design
thinking.
Importance of Reflective practice
Reflective Practice has been described as an
unstructured approach directing understanding and learning, a self regulated
process, commonly used in health and teaching professions, though applicable to
all professions.[24][25][26] Reflective practice is a learning process
taught to professionals from a variety of disciplines by practitioners, with
the aim of enhancing abilities to communicate and making informed/balanced
decisions. The practice has historically been applied most in the educational
and medical field. When reflection in action and reflection on action described
by Donald Schon are utilized in practice and when practitioners are able to identify
these actions they become better at reflective practice. Professional Colleges
such as the College of Nurses and College of Dental Hygienists are recognizing
the importance of reflective practice and require practitioners to prepare
reflective portfolios as a requirement to be licensed, and for yearly quality
assurance purposes.
Education
In education, reflective practice refers to
the process of the educator studying his or her own teaching methods and
determining what works best for the students. It involves the consideration of
the ethical consequences of classroom procedures on students.
The appeal of the use of reflective practice
for teachers is that as teaching and learning are complex, and there is not one
right approach, reflecting on different versions of teaching, and reshaping
past and current experiences will lead to improvement in teaching practices.Schon’s
reflection-in-action assists teachers in making the professional knowledge that
they will gain from their experience in the classroom an explicit part of their
decision-making.
According to Paterson and Chapman (2013),
reflection and learning from experience is key to staying accountable, and
maintaining and developing aptitude throughout your practice. Without
reflection, as a practitioner are not able to look objectively at your actions
or take into account the emotions, experience, or responses from your actions
to improve your practice. Through the process of reflection teachers are then
held accountable to their teaching practice to students, parents,
administration, and all interested state holders; to the standards of practice
for teaching - commitment to students and student learning, professional
knowledge, professional practice, leadership in learning communities, and
ongoing professional learning. Reflection is a vital process of learning from
experience that allow to evolve as a practitioner; through learning from past
experiences, it allows you to develop a more through schema for practice. Through
reflective practice a teacher ca
committee himself to students and
student learning; he can looke back on his practice and reflecting on how he
has supported students through treating them “…equitably and with respect and
are sensitive to factors that influence individual student learning”. By this,
he can ask himself, that whether the best of his abilities supported student learning,
and provided all of his students with an entry point into learning. Through
reflective practice teachers are reflecting professional knowledge and
professional practice; looking at how
they teach and the information and forms of learning to his students. Here teachers are looking at and trying to
recognize where they need to enhance
their own learning so that it had a bigger benefit to student learning. In
addition, teachers are the leaders in their learning communities; it is from
their cues and attitudes that their learners develop from. Through reflection,
and sharing this with learner, teachers are showing strong leadership because it shows
that they are willing to learn from their
mistakes and improve their practice for all of those affected by it.
Reflective Practice moves teachers from their knowledge base of distinct skills
to a stage in their careers where they are able to modify their skills to suit
specific contexts and situations, and eventually to invent new strategies. In implementing a process of
Reflective Practice teachers will be able to move themselves, and their
schools, beyond existing theories in practice. Teachers should “resist establishing a classroom culture of control
and become a reflective practitioner, continuously engaging in a critical
reflection, consequently remaining fluid in the dynamic environment of the
classroom”.
Benefits
to Reflective Practice
·Increased learning from an experience
for situation
·Promotion of deep learning
·Identification of personal and
professional strengths and areas for improvement
·Identification of educational needs
·Acquisition of new knowledge and skills
·Further understanding of own beliefs,
attitudes and values
·Encouragement of self-motivation and
self-directed learning
·Could act as a source of feedback
·Possible improvements of personal and
clinical confidence
Limitations
of Reflective Practice
· Not all practitioners may understand
the reflective process
· May feel uncomfortable challenging and
evaluating own practice
· Could be time consuming
· May have confusion as to which
situations/experiences to reflect upon
· May not be adequate to resolve clinical
problems
CONCLUSION
Reflective
practice is, in its simplest form, thinking about or reflecting on what you do.
It is closely linked to the concept of learning from experience, in that you
think about what you did, and what happened, and decide from that what you
would do differently next time
Thinking about what has happened is part of being human. However, the
difference between casual ‘thinking’ and ‘reflective practice’ is that
reflective practice requires a conscious effort to think about events, and
develop insights into them. Once it become a habit it is useful both at work
and at home.
Reflective practice has huge
benefits in increasing self-awareness, which is a key component of emotional intelligence, and in developing
a better understanding of others. Reflective practice can also help you to
develop creative thinking
skills, and
encourages active engagement in work processes.
In
work situations, keeping a learning journal, and regularly using reflective
practice, will support more meaningful discussions about career development,
and personal development, including at personal appraisal time. It will also help
to provide with examples to use in competency-based interview situations.
REFERENCES
1.
www.participatorymethods.org/method/reflective-practice
2. www.skillsyouneed.com/ps/reflective-practice.html
3.www.brightknowledge.org/knowledge.../what-is-reflective-practice
