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Reflections

The document provides guidance on reflective writing and learning. It outlines Kolb's learning cycle and provides a checklist for reflective writing assessments. Key elements the lecturer looks for include briefly describing the work, showing awareness of how learning occurred, connecting learning to Kolb's cycle, and identifying strengths and areas for improvement. The document also provides tips for structuring a reflective writing assignment and using Gibbs' reflective model.

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Surya Rao
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34 views

Reflections

The document provides guidance on reflective writing and learning. It outlines Kolb's learning cycle and provides a checklist for reflective writing assessments. Key elements the lecturer looks for include briefly describing the work, showing awareness of how learning occurred, connecting learning to Kolb's cycle, and identifying strengths and areas for improvement. The document also provides tips for structuring a reflective writing assignment and using Gibbs' reflective model.

Uploaded by

Surya Rao
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Reflections

• Reflective learning is the process of internally


examining and exploring an issue of concern,
triggered by an experience, which creates and
clarifies meaning in terms of self, and which
results in a changed conceptual perspective.
Kolb’s learning cycle
Checklist for reflective writing

• When assessing a reflective writing report the


following is a list of things that the lecturer is
looking for.
• You don’t need to do all of these; just try
some.

http://elecengtf.pbworks.com/Reflective-Writing
The student…
• Gives a brief account of the work and spreads this
through the reflection
• Does not solely write about what was done and
nothing else
• Shows awareness of how they learnt; possible ways
are:
– Learning by reading/research
– Learning by doing/experiment
– Learning by asking other students and by
explaining his/her ideas to others
– Learning by asking the lecturer/lab
technician questions
– Learning by thinking about the experiment,
checking it against the theory and deciding
– Whether he/she is now satisfied or is still
curious
• Connects the different ways of learning into
Kolb’s learning cycle and judges whether or not
this cycle is applicable to him/her
• Describes something that motivated him/her to
learn
• Shows some awareness of his/her learning style
and compares this to the result of a learning style
test
• Does not just talk about what was done but
focuses more on how an approach was
developed and why decisions were taken
• Criticizes his/her work by identifying the good
and bad points
• Talks about ideas for next time; shows that
he/she will modify behavior, even in a small way,
based on the experience
• Discusses how the experience has not just
improved technical knowledge but has also had
• Implications for other skills – self learning,
communication, team work, etc.
• Has an awareness of the broader picture and
how concepts from other modules have fed into
this

http://www.rlocetl.c.uk:8080/rlo/reflective_writing/re
flective_writing.html for information on this
Ways to reflect:
• Write about something you’ve learnt and how this
happened.
– What did you not know before this problem,
– what do you know now
– how did you bridge the gap.
• Describe something that’s important to you but you’re
still not sure about and suggest how you might find the
answer to this question or suggest some possible
answers.
• What you did well, what went wrong, what would you
do different next time
• Applications of what you’ve been doing in a wider
context/the world
Approximate number of words for each stage of the reflection:

Steps % 1,000 word 1,500 word 2,000 word 2,500 word


reflection reflection reflection reflection:

Description 20%* 200* 300* 400* 500*

Feeling 10-20% 150 225 300 375

Evaluation 20% 200 300 400 500

Analysis 30% 300 450 600 750

Conclusion 5-10% 75 112 150 187

Action Plan 5-10% 75 112 150 187

*try to keep the Description step as short as possible; it carries the least
marks in terms of assessment
Description
• Using specific and relevant detail, give a
concise description of your experience (i.e.
what you are reflecting on).
• this part is not analytical, it is descriptive, it
describes an experience
Feelings
• Answer any of the following questions that you think
are relevant to the experience:
– How did you feel and what did you think prior to the
experience?
– How did you feel and what did you think during the
experience?
– How did you react during the experience?
– How did you feel and what did you think after the
experience?
• this part is not analytical, it is descriptive, it describes
personal feelings and thoughts and actions (reactions)
Evaluation
• Answer any of the following questions that you think are
relevant to the experience:
– What went well during the experience (what worked)?
– What went badly during the experience (what didn’t work)?
– How did the experience end?
– Was the experience complete (was there a resolution) or
incomplete?
• this part is not analytical, it makes positive and/or negative
judgements about an experience

(if a lot of different things happened during the experience,


focus on one or two, try)
Analysis
• Do any of the following that you think is relevant:
– Reconsider the things that went badly and write why
you think they went badly (causes of action).
– Reconsider the things that went badly and write what
you think this lead to (consequences of action).
– Think about what could have been done to have
avoided these negative consequences.
– Reconsider the things that went well and write why
you think they went well (causes of action).
– Reconsider the things that went well and write what
you think this lead to (consequences of action).
– Think about how this positive action could have been further
improved.
– Think about your contribution to the experience and say how
useful it was and why it was useful (did a previous experience
help you? can you compare it to a previous experience?).
– If you were unable to contribute to the experience say why.
– Think about other people present during the experience and try
to assess whether their reactions were similar or different to
yours.
– Try to say why they were the same or different. this part is
analytical, it does not describe, it tries to explain the causes and
consequences of things that happened, it asks questions like
why?, so what? and what if?
Conclusion
• Reconsider the experience and answer any of the following
questions that you think are relevant:
• What should or could I have done differently?
• What stopped me from doing this?
• What did I learn about myself during the experience
(positive and/or negative)?
• What did I learn about my current knowledge or level of
practice (strengths and weaknesses)?
• Did the experience achieve any of my learning goals or
meet any of my required competencies?

• this part sums up what you learnt from the experience try
to be specific about what you learnt or realised about
yourself, give specific details (avoid making general
statements like “I didn’t have the adequate knowledge”
Action Plan
• Answer any of the following questions that you think are relevant to
making a plan:
• What do I need to do in order to be better prepared to face this
experience in future?
• Even if the experience was positive and I did well, in which areas can I
improve?
• What are the priority areas that need to be developed?
• What specific steps do I need to take in order to achieve these
improvements?

• his part is not analytical, it states actions designed to improve


knowledge, ability, experience etc., you can include the justification
for and value of actions in the action plan (i.e. why you plan to do
something) try to be specific about what you plan to do (e.g. state
specific training you may need to undergo, books or policy guidelines
you will need to read, resources you may need to use and become
proficient in etc.)
• Structure of a reflective coursework assignment
• If you include an Introduction and Conclusion, your
assignment will have the following structure:
• Introduction
• Description
• Feelings
• Evaluation
• Analysis
• Conclusion
• Action Plan
• Conclusion unless told otherwise, keep the Introduction
and Conclusion short
• The Introduction should state what the experience was,
• where it took place and
• how long it lasted
• state that Gibbs’ model is being used (a diagram can be included
immediately after the introduction or in the Appendix)
• The conclusion should not be a repetition of the Conclusion in stage
5 of the model.
• Instead, it could briefly address any of the following questions:
• How valuable was the reflective tool in identifying your strengths
and weaknesses and improving your practice or knowledge?
• Was Gibbs’ model easy to use?
• Do you now understand the value of reflective learning and of using
a reflective learning model like Gibbs’ model?
• Using a word count It may be useful to use a
word count for each step of the cycle in order
to avoid overwriting. Use the table below as a
general guide.
• Remember to adjust the word count if you
need to include an Introduction and
Conclusion as part of your assignment.
Approximate number of words for each stage of the reflection:

Steps % 1,000 word 1,500 word 2,000 word 2,500 word


reflection reflection reflection reflection:

Description 20%* 200* 300* 400* 500*


Feeling 10-20% 150 225 300 375
Evaluation 20% 200 300 400 500
Analysis 30% 300 450 600 750

Conclusion 5-10% 75 112 150 187

Action Plan 5-10% 75 112 150 187

*try to keep the Description step as short as possible; it carries the least marks
in terms of assessment

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