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The document introduces Reflective Practice, emphasizing its importance in professional development and critical thinking about experiences. It outlines various types of reflection, including reflection-in-action, on-action, and for-action, as well as the Gibbs Reflective Cycle for structured reflection. The document also discusses strategies for implementing reflective practice and the role of facilitators in guiding reflective discussions.

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16 views

I am sharing 'Introduction-To-Reflective-Practice (1)' with you

The document introduces Reflective Practice, emphasizing its importance in professional development and critical thinking about experiences. It outlines various types of reflection, including reflection-in-action, on-action, and for-action, as well as the Gibbs Reflective Cycle for structured reflection. The document also discusses strategies for implementing reflective practice and the role of facilitators in guiding reflective discussions.

Uploaded by

mariam.elhamdioui7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INTRODUCING RELECTIVE PRACTICE

Training Objectives
• Develop a common understanding of Reflective Practice
• Recognize the forms of reflective practice and they way
they interact for relevant and meaningful knowledge in use
• Identify some of the reflective cycles that practitioners can
use in their reflections
• Explore the benefits of Reflective Practice in the context of
our work
• Show grasp of some reflective strategies in use
• Account for the value of Reflection in the process of
professional development
Reflective Questions
• What is reflection?
• When do you reflect?
• What is the topic or the scope of reflection? What do you
reflect on?
• Use specific examples from work or research experiences
to depict the process and strategies of your reflection(s).
• For what purposes do you need reflection?
• In your opinions, who are the reflective practitioners?
What is Reflective Practice?
➢ Reflection is a metacognitive strategy that helps
practitioners think critically on their experiences, actions
and decisions during their professional involvement.
➢ Reflective practice is the process of examining one’s own
experiences to see what can be learned from them.
➢ Reflective teaching means looking at what you do in the
classroom, thinking about why do it, and thinking about if it
works – a process of self-observation and self-evaluation.
➢ Reflection involves three elements:
❖ Returning to experience
❖ Attending to feelings
❖ Evaluating experience
Why do we need to reflect?
➢ Reflection is about getting the meaning from everyday
experience
➢ Reflective practice helps practitioners to have a deeper
understanding of their own working styles, working beliefs
and working identities. As you reflect, you will better
understand your roles and philosophical insights as a
practitioner/teacher.
➢ It connects the rational decision-making process to a more
effective and experiential learning process.
➢ It challenges individuals to honest about the relationship
between what they say and what they do.
➢ It creates opportunities to seriously consider the
implications of any past or future action.
Why do we need to reflect?

➢ It informs personal development planning


➢ It enhances continual professional development
➢ It supports the learning process
➢ It puts value into your experiences
➢ It helps in gaining a better understanding
➢ I helps practitioners become independent learner able to
use their own judgement

.
If we don’t examine our experiences and reflect on them in a
constructive way, how will we learn from our successes and our
mistakes?
Wallace (2007)

the Kolb Learning Cycle (1984) suggests that for learning to take
place an experience needs to be followed by reflection as part of
the experiential learning cycle.

It is not sufficient simply to have an experience in order to learn


and without reflecting on this experience it may quickly be
forgotten, or its learning potential lost.

It is from the feelings and thoughts emerging from this reflection


that generalisations or concepts can be generated. From
undertaking this process it allows new concepts to be generated in
order to tackle future experiences effectively. Gibbs (1988)
Reflection as Learning
➢ Reflection is a valuable way that we learn, and an
important tool for recognising when things need to change.
➢ Reflective practice is the application of the skills of
reflection to our practice in order to improve performance.
➢ It involves creating habits, structures, or routines around
reflection on experiences.
Reflective practitioners
➢ Take the time to step back and make sense of what has done and
why.
➢ Try to understand the (often implicit) theories of change that guide
actions.
➢ Are not afraid to challenge assumptions –both their own and those of
others.
➢ Are intentionally curious about their work.
➢ Develop experience-based theories of change.
➢ Test these theories in practice.
➢ Use their understanding and initiative to contribute to knowledge
development.
➢ Understand their strengths and limitations and work on these.
Types of Reflection
➢ Reflection -in- action

➢ Reflection –on- action

➢ Reflection –for- action


Reflection – in - action
It occurs in the classroom whenever a problem arises that
requires immediate action or on- the- spot experimentation on
the part of the practitioner.
Reflection –on - action
It entails reflection outside of the classroom through the
retrospective analysis of events that occurred during the
lesson.
Reflection - for - action
It is proactive in nature in that it occurs after the first two
phases of reflection, with the teacher deciding what action to
take in the classroom.
The Reflective Cycle (Gibbs, 1988)
Action Plan
Description
If it arose again what what happened?
would you do?

Conclusion Gibbs' reflective cycle can be really


Feelings
useful in making you think
What else could you have What were you
done? through all the phases of an
thinking and feeling?
experience or activity

Analysis Evaluation
What sense can you What was good and bad Gibbs (1988)
make of this situation? about the experience?
The Gibbs Model
Three Question Summary
• What?
• What happened?
• Description, facts

• So What?
• What did the experience mean?
• Interpretation, feelings involved.
• What was learned?

• Now What?
• What are the next steps?
• Seeing the bigger picture
• Applying the lesson learned and planning future actions
On the difference between Description and Evaluation

DESCRIBE: What you see or experience in terms of behaviours


and events)

INTERPRET: What you see or experience (e.g. what assumptions


do you make about what you see or experience?)

EVALUATE: Summarise what you think the picture is about


Reflective practice strategies

• Reflective journals or diaries


• Meetings
• Mentor or critical friend
• Reflective practice notice board
• Professional learning experiences
• Action research
Exercise
:

• Think of something that happened to you this


week.
• Use Gibbs Model to express your reflective
endeavours.
• Compare your approach to yor experience
before and after being aware of the reflective
steps and strategies.
Group Development
Discussion
In pairs or small groups, discuss:

• Do you have experience of belonging to a group


or team which worked well together?
• Can you identify with the stages of forming,
storming, norming and performing?
The Role Of Facilitator
• Set up the room and welcome the group
• Enable all members of the group to take an
active part in reflection
• Prompt with questions where appropriate
• Over time, assist the group to become self
managing
• Help the group keep to time
QUESTIONS?
Thanks for listening

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