Reflective Practice

ETF Professional Standard 01 / 07 / 14

ReflectivePractice

INDEX

1. What is Reflection?

2. Benefits of Reflection

3. Theorists

4. Peer Reflection

5. Using Video for Reflection

6. Activity 1

7. Activity 2

8. Resources

9. Summary

what is Reflective Practice?

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.

Benefits of Reflection

Take time to discuss with colleagues (or think about your own answer as an individual). Hover over each bubble to discover a benefit of reflection.

Theorists

Kolb

Schon

Gibbs

Brookefields

Reflection Cycle

Cycle of Experiential Learning

Model of Reflection

Reflection Model

Kolb's Model (1984)

Kolb's experiential learning theory is typically represented by a four-stage learning cycle in which the individual 'touches all the bases'.

More Info

Gibb's Model (1988)

Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well.

Info

Schön’s (1991) Reflection in action/Reflection on action provides an additional element by making a distinction between reflection during the event and reflection after the event.

Schon (1991)

Info

Brookefields(1995)

Info

The basis for this reflective model is the consideration of a situation from different vantage points. Once you have experienced a situation, which you need to learn from, you need to take a step back and consider this situation through what Brookfield calls “lenses”: the autobiographical lens, the students’ view, the colleagues’ view and the theoretical lens.

Peer Observation for Reflection

Click the cross to access the MKC Peer Observation Proforma

What is Peer Observation?

Peer observation involves teachers observing each other’s practice and learning from one another, focusing on teachers’ individual needs and the opportunity to both learn and offer constructive feedback to peers. Peer observation aims to support the sharing of practice and builds self-awareness about the impact of one’s teaching practice in order to affect change.

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Using Video for Reflection

Video is powerful for SELF-REFLECTIONThe information you get from watching yourself on video is the one of most valuable types information you can get. Not everyone will enjoy watching themselves on video but, watching a video of your teaching is can be very revealing.

Click to hear from a MKC employee on how they use IRIS a previous piece of video recording software

Suggestions for watching video reflections

ACTIVITY 1:Reflective Scenarios

Read scenarios A-C and answer the below questions:

1. What reflection activity could you do in each situation?
2. What is the focus of the reflection?
3. Would you reflect during the lesson or after the lesson?
4. Would you need to record the lesson?
5. What would you need to do after the lesson to actively make improvements to your teaching skills?

Click the star icon for answers.

Click the cross for a reminder of the questions

Scenario:

A Level 1 student does not respond to some activities in a lesson and is very quiet. At other times the student is very animated. You are not sure what is causing this.

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Scenario:

A trainee teacher is not making a lot of progress with their presentation skills in class. When you team teach with them you end up doing a lot of the speaking. The trainee continues to make a lot of the same errors and can not differentiate their instruction for lower level students.

Click the cross for a reminder of the questions

Scenario:

An observer has mentioned your use of the classroom board is unclear. You are not sure about this comment.

Some suggestions . . .

ACTIVITY 2:Self-reflection Opportunity

STEP 1: Conduct a Lesson/Session

STEP 2: Reflect on the Lesson/Session

Choose a lesson/session for which upon completion you will conduct a relfective activity. The lesson/session can take place in any environment at and any suitable time. Use the lesson reflection template to consider what worked and what could have been improved about your lesson.

STEP 3: Create an Action Plan

Resources / Ideasto support Reflection

Summary

Thank you for completing the Reflective Practice module.If completing as an e-Learning Module:Once you have submitted your responses to the MS Form, the Advanced Practitioner Team will then arrange a 121 to discuss your learning and add your 3.5 hours of CPD to the centrallised system. For any queries please contact us via email using the icon below:

Click the MS Form Logo to complete your evaluation.