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Reflective Models

The document discusses reflective writing and models for reflection. It explores concepts from Dewey, Kolb and Gibbs and their ideas around reflection. It provides examples of reflective writing and emphasizes the importance of linking reflective experiences to relevant literature and theory.

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James Roscoe
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18 views28 pages

Reflective Models

The document discusses reflective writing and models for reflection. It explores concepts from Dewey, Kolb and Gibbs and their ideas around reflection. It provides examples of reflective writing and emphasizes the importance of linking reflective experiences to relevant literature and theory.

Uploaded by

James Roscoe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Reflective Writing

Raising Achievement of Learners

Complete one piece of summative assessment (2500


words): which is a critical review of the literature
relating to (chosen topic) and synthesis of the
implications for professional practice
You are utilising the feedback from your formative and
re-working in order to now add reflection.
How do you write reflectively?

• Spend time looking over


https://stream.cumbria.ac.uk/ap/Skills/Reflective_
Practice/story_html5.html
The purpose of this lecture is to see reflective models as tools for evaluation

Reflective Models
and developing practice and how that in turn helps raise children’s achievement
in the students’ chosen areas of interest
The use of reflection
“Reflective Practice is a label, used by some, that refers to the use of different
methods which, arguable, offer the possibility of helping us make sense of the
different encounters that we have with others in particular social situations”
(Ghaye, 2011. p.35)

In this definition Ghaye makes two very interesting suggestions… The first
suggests that there are methods of reflection to use and second, there is a social
aspect to it…. Ghaye goes on to argue that reflection is much more than a method
and uses the phrase ‘reflective learning’ (2011, p.35) as a more palatable term.
This term takes away the connotation of a method to get a ‘right’ answer and puts
in place something more inclusive.
(Copping, 2012, p.49)

Copping, A. (2012). Reflective learning and teaching opportunities. In. Hansen, A. (ed).
Reflective Learning and Teaching in Primary Schools. London. Sage
Dewey (1993)

John Dewey (1993) is often credited as the first to use reflection in


theoretical literature. He defines reflective thought as an ‘active,
persistent and careful consideration of any belief or supposed form
of knowledge in the light of the grounds that support it and further
conclusion to which it tends’
Reflection is a tool which helps the reflector make sense of and
build on an ever expanding body of knowledge. Moreover, by
adopting reflective thought the individual ‘converts action that is
merely appetitive, blind and impulsive into intelligent action’ (p.17).
Kolb (1984)
learning from experience, rather than passively through knowledge
transfer has long been recognised and Kolb’s work formalised the
modern conception of experiential learning (e.g. 1984), which has
seen a lot of attention in the reflection literature (Boud, Koegh &
Walker, 1985; Gibbs, 1988).

In his work, Kolb outlines a series of elements contributing to


experiential learning.
Kolb (1984)
https://www.simplypsychology.org/learning-kolb.html

Reflective observation, where the learner


reflects on the experience on a personal basis.
For many people, this is where the metamorphosis
from seeing and doing to reflecting can embed the
learning into real-time absorption of materials
and methodology.
Gibbs (1988) Reflective Cycle is a self-reflection and
management tool that help people to think
clearly and systematically about the different
experiences they have gone through during
specific activity or similar situation and draw conclusio

Further reading: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveCycleG


This section is very important, particularly for higher level
writing. Many students receive poor marks for reflective
assignments for not bringing the theory and experience together.

Analysis
This is where you make sense of what happened, using the theory and wider
context to develop understanding.
• Why did things go well? Badly?
• How can the theory explain what happened?
• How does my experience compare to the literature?
• What research/theories/models can help me make sense of this?
• Could I have responded in a different way?
• What might have helped or improved things?
Reflection in and on action

• Involved in the • Stepping back


situation • After the event
• Analysis of observation • Time commitment
• Focus is on gaining a
new perspective not
just solving the
problem
• Appears intuitive • Two key terms from
Donald Schön
This is an example of a published piece of reflective writing.

• https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/704
Transformative experience

… “a learning episode in which a student


acts on the subject matter by using it in
everyday experience to more fully perceive
some aspect of the world and finds meaning
in doing so” (p.111)

Pugh, K. (2011). Transformative Experience: An integrative Construct in the


Spirit of Deweyan Pragmatism. Education Psychologist. 46(2). Pp:107-121
In summary
Understanding and using reflective models can;
• Help you evaluate your teaching and children’s
learning in a directed way that gives you a wider
perspective than just the experience;
• Help structure and develop your own personal
understanding of yourself;
• Provide some alternative foci and viewpoints you may
not have thought about;
• Provide an opportunity to think much more deeply so
as to transform your beliefs, values and practice.
Spend time looking over
https://stream.cumbria.ac.uk/ap/Skills/Reflective_Practice/story_ht
ml5.html
Some Eg of Reflective Writing

The following are to be used as exemplars. They are not all perfect, they will give
you an idea of different sentence structure and how to link your reflections with theory.
Eg of Writing
During the lessons I delivered with my Y2 group, it appeared peer
evaluation engaged students in active participation in their peers’
process of learning. Also, it lead them to better management of
learning and tuning of learning by their peers rather than waiting for
teachers to intervene. Peer-evaluation has a positive effect onref would
Another
students’ achievement and their attitudes towards learning be useful
(Topping, 1998).
No links with research, descriptive

You can use an image to explain or add


to appendices
Limit bulleted lists

Linking your own experience with literature

Drawn conclusions

Slight overreliance on Sebba


Links with own
experience, but
not research

Point out problems


Missing links with research

Good use of multiple sources


Reflection on thoughts and delivery

Multiple sources
Reference List Reminder

Brackets
Not Bibliography

Alphabetical

Note which
part is in
Italics

Initial not full


forename

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