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1192-1592201226511-HND MSCP W14 Reflection Performance of Project

Reflective writing involves thoughtfully considering an experience and its broader context and implications. It is a way to explore how theory and practice are linked. While similar to academic writing in requiring research, critical thinking, and organization, reflective writing is more personal and descriptive, connecting feelings and behaviors to an experience. Effective reflection follows steps like describing an event, identifying themes, considering influencing factors, and linking to past experiences. Models from Dewey, Schön, Kolb, and Gibbs provide frameworks for structured reflection. Reflective writing takes forms like diaries and logs and plays an important role in learning from experiences.
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0% found this document useful (0 votes)
43 views15 pages

1192-1592201226511-HND MSCP W14 Reflection Performance of Project

Reflective writing involves thoughtfully considering an experience and its broader context and implications. It is a way to explore how theory and practice are linked. While similar to academic writing in requiring research, critical thinking, and organization, reflective writing is more personal and descriptive, connecting feelings and behaviors to an experience. Effective reflection follows steps like describing an event, identifying themes, considering influencing factors, and linking to past experiences. Models from Dewey, Schön, Kolb, and Gibbs provide frameworks for structured reflection. Reflective writing takes forms like diaries and logs and plays an important role in learning from experiences.
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Unit 14 –Reflection :Performance of project

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Unit 14 : Learning Outcomes

 14.1 Models of reflective theory and the cycle of


reflection, including Schon’s model of reflective practice
and Kolb’s learning cycle.
 14.2 Reflective writing. The challenges of reflective
writing, the key features of reflective writing and getting
the language right.

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What is reflective writing? “We do not learn from experience…
we learn from reflecting on
experience.”
Reflective writing involves ‘consideration of the larger
Dewey (1933)

context, the meaning, and the implications of an experience


or action’
A way to explore and clarify our response to ideas,
opinions, situations or challenges which is an opportunity to
examine links between theory and practice
A way of learning through reflecting on our experiences
By engaging in reflection on a regular basis, we continue to
learn and develop as we study or work.

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Similarities to core academic writing?

It requires research and development


Depending on the task, it should focus on the
question and answer the question
It involves critical thinking and analysis
The writing should be organised into paragraphs
with accurate sentence structure, etc.
It requires a formal style
The discussion should be clear and coherent

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Differences to core academic writing?

It is usually used in critical incidents, journals, etc.


It connects with personal feelings and behaviour
It includes observation and evaluation
It may be quite descriptive and informal
The use of the 1st person is appropriate
It tends to link theory to practice

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Steps to reflect
Before you go into a new learning/work environment:
 Step one: Tell the story of what you might experience in as much detail as
you can. Make sure you note anything that you are confident about as well
as anything you might find difficult.
 Step two: Try to identify the main themes. Look holistically at what you
have written. Think about everyone involved.
 Step three: Consider the factors that might influence your behaviour and
experiences. Include your feelings, beliefs and assumptions as well as any
factual information you have been given.
 Step four: Link your thoughts to your previous experiences. What
happened the last time you went into a new learning/work environment.
How might the new experience reflect these previous experiences? Is it
likely to be similar or different and why? How are you going to prepare for
this new experience?

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Gibbs’ model of reflection

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Reflection and critical thinking
Critical Critical
Justify actions - solve problems -
Thinking deeper meanings - changes Thinking

Assumptions - Attitudes –
values - beliefs

Revisit
experiences
Reflective YOU Reflective
Thinking Thinking

The Thinking Process


(adapted from: The Learning Centre, 2010)

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Forms of
reflective writing
They may be
structured or
unstructured:
Diary
Log book
Assignment
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Reflection in practice : Major
theoretical roots:
Dewey (1933: p.118) defined Schön (1983, 1987) in his Ghaye and Ghaye (1998)
reflection as: work,
“Reflection is much more
“An active persistent and careful identifies two types of
than simply thinking about
consideration of any belief or reflection
what you do, it is about
supposed being self critical without
form of knowledge in the light reflection-in-action being destructive and
(thinking on your feet) overly critical.”
of the
grounds that support it and reflection-on-action
the further (retrospective thinking).
conclusion to which it tends.”

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Experiential Learning Model Lewin/Kolb
(with adaptations by Moon and Zull)

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Schön Model

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Example
Description Interpretation Evaluation
5 people In my experience, when The people in the picture are
Some steps people look shocked they strangers but are witnessing a
A large building have witnessed something terrible and large event,
Three of the people look unexpected perhaps some sort of disaster.
shocked People carrying cameras are
One of the people is carrying usually tourists
a camera In my opinion, the gesture of
Two have not reacted the hand over the mouth
Two of the people have hands indicates disbelief
over their mouths Because they are all looking
They are all looking in the in the same direction, I
same direction suspect they are all seeing
the same event

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Descriptive writing vs. reflective writing

 Contains little reflection.  Self questioning is evident between


 Describes what happened, different views/standpoints.
sometimes mentioning past  Takes into account the views and
experiences, sometimes anticipating motives of others and considers
the future – but all in the context of these against her own.
an account of the event.  Recognizes how prior experience,
 There may be some references to thoughts (own and other’s) affect
outcomes.
emotional reactions, but they are not
explored.  Recognition that the personal frame
of reference can change according to
 External information is mentioned but the emotional state in which it is
its impact on behaviour is not subject written, the acquisition of new
to consideration. information, the review of ideas and
the effect of time passing.
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