Critical Thinking and Reflective Learning reflection in the context of learning is a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings ID: 600333
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Slide1
Glenys Hook
Critical Thinking and Reflective LearningSlide2
“…reflection in the context
of learning is a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations” Boud 1985Reflection Slide3
What is Reflective Practice?
Taking the opportunity to think about the work you are doing, as you do it, or after you have done it.‘… looking back on an experience and making sense of it to identify what to do in the future.’
(Drew and Bingham, 2001 p221)
‘…do something, think about it what you did, come to conclusions about what you did and plan to try again.’
(Kolb 1984)Slide4
‘ The art of writing things down helps you to clarify your thoughts and emotions, to work out strategies, and to focus on your development and progress…’
(Cottrell, 2001 p67)This can be done in a ‘weblog’, or blog – you will need to:
reflect on personal, academic and professional development
For assessment, keep four entries
Start of module – expectations, skills
Report assessment experiences
Presentation assessment experiences
End of module – the full experience!Slide5
Why should you be reflective practitioners?
To enable professional developmentThe ‘knowledge’ economy Continuous professional developmentTo maintain qualityReflecting on what went wrong and why = improvementReflecting on what went well and why = good practiceSlide6
Reflection
Reflection then includes hard systematic thinking and a soft initiative insight, leading to a plan of action based on critical evaluation of all the available evidence. Don’t just think about what went wrong/well and why – also plan to improve skills if necessary, or to use those skills in future eventsSlide7
Assessment
A 'reflective practitioner' is someone who does something and is automatically reflectiveReviews what happened and asks 'why?', 'how?’, ‘where?’,’ what?‘What skills can you take forward/ need to improve/develop?How will I do this?The best practitioners are constantly learning, evaluating and refining their practice, even after years of experience.
The next stage is to apply what you have learned from one situation to the nextSlide8
What can reflective practice do for me?
Enhance your self awarenessDevelop creative answers to difficultiesEnhance your problem solving skillsEnhance your ability to evaluateEnhance your ability to action plan for successMake you an effective managerSlide9
Kolb’s Learning Cycle (1984)
Taking stock
What do I know?
Individual
Reflection
What do I need to know?
Contextual
Feedback/ evaluation
How much and how well do I understand?
Relational
Planning
How can I take my learning further?
DevelopmentalSlide10
Reflection on Practice (Ghayle 1998)
Navel GazingLearning from the day’s chaos
Talking about what you do with others
Learning from experience
Reasoning
Remembering when
Being honest with yourself
Becoming more aware
Constructive criticism
Improving what you have done
Doing it after a lesson
Understand your feelings
Re-assembling what you do
Questioning yourself
Letting go of personal prejudice
Something done by reflective practitioners
Gaining confidence in your work
Hard work
The latest bandwagon
What you do academically
Dwelling on mistakes
Justifying what you do
Personal growth
Helping you to see what you would or would not do again and whySlide11
“A
n investigation whose purpose is to explore a situation, phenomenon, question, or problem to arrive at a hypothesis or conclusion about it that integrates all available information and that can be therefore be convincingly justified” Kurfiss 1988Critical ThinkingSlide12
CT as a process (Cottrell 2005)
Identify other people’s positions/ arguments/ conclusionsEvaluate the evidence for alternative points of viewWeigh up opposing arguments/ evidence fairlyRead between the linesIdentify false/ inaccurate assumptionsRecognise techniques to make certain positions appealingReflect on issues in a structured way, bringing logic to bear
Draw conclusions- valid/ justified
Present a point of view Slide13
Benefits
Improved attention and observationIntegration of theory and practiceNew and expanded knowledge Safe and effective practitionersProtection of the publicContext of practiceChanging needsOwnership and responsibility
Ability to identify key points in a text/ message
Stimulates enquiry,
increases self awareness.
Develops analytical skills
Encourages learning
Assists practice teachers in analysing the quality of the student’s competencies
Implications for future practice
.
Focused reading
Ability to respond to appropriate points in a messageSlide14
Barriers to Critical Thinking (Cottrell 2005)
Misunderstanding of what is meant by criticism Over estimating personal reasoning abilitiesLack of methods, strategies, practiceReluctance to critique expertsAffective reasons Mistaking information for understandingInsufficient focus and attention to detailSlide15
Models
Critical Analysis (Edwards 1998)Re-evaluation (Boud 1985) Reflection in and On Action (Schőn 1987)Gibbs 1998Driscoll 1994Johns 1995Slide16
Reflecting in and on Action
(Schőn 1987)In Action: practising, influences decisions and care at that moment,
Promotes skilled and flexible responses of the expert practitioner
On Action:
After the event, views different interventions, adds knowledge
Promotes development of professional skills and knowledge Slide17
Gibbs reflective cycle
( 1998)Description – what happened?Feelings- what were you thinking and feeling?Evaluation- what was good and bad about the experience?
Analysis: what sense can you make of the situation?
Conclusion- what else could you have done?
Action plan- if it arose again what would you do?Slide18
Driscoll’s model of reflection
( 1994)WHAT? Returning to the situationSO WHAT?
Understanding the context
NOW WHAT?
Modifying future outcomesSlide19
Barriers
Matter of choiceAdoption of a reflective approachOrganisational structure which inhibits rather than encourages reflectionResistance to changeLack of timePast negative experiences/ presumptionsLack of self awareness/ intervening skills
Other’s expectations
Negative factors which impede learningSlide20Slide21
References and Bibliography
Boud D, Keogh R& Walker I edit (1985) Reflection: Turning Experience into Learning. London Kogan Page Cottrell S. (2005) Critical Thinking Skills. Basingstoke. Palgrave Macmillan
Edwards SL (1998) Critical thinking and analysis: a model for writing assignments. BJN 7(3) 1590166
Gibbs G (1988) Learning by doing: a guide to teaching and learning methods. London FEU
Driscoll JJ (1994) Reflective Practice for Practise- a framework of structured reflection for clinical areas. Senior Nurse 14 (1) 47-50
Ghaye
A &
Ghaye
K (1998) Teaching and Learning through Critical Reflective Practice. London Fulton Publishers
Johns C (1995) The value of reflective practice for Nursing. JCN 4, 23030Slide22
References and Bibliography
Johns C (2000) Becoming a reflective Practitioner. Oxford Blackwell ScienceKolb DA (1984) Experiential Learning: experience as the source of learning and development. New Jersey Prentice Hall. Moon J (2004) A Handbook of Reflective and Experiential Learning: theory and practice. London Routledge Falmer
Osterman
K&
Kottkamp
R () Reflective Practice for Educators. 2
nd
edit. California Corwin Press
Palmer AM, Burns S&
Bulman
C (1994)
Rrflective
Practice in Nursing: the growth of the professional practitioner. Oxford Blackwell Science
Scaife
J (2010) Supervising the reflective Practitioner: an essential guide to theory and practice. London
Routledge
Sch
ő
n DA (1987) Educating the Reflective Practitioner. San Francisco
Jossey
Bass.
Thompson S& Thompson N (2008) The Critically Reflective Practitioner. Basingstoke Palgrave Macmillan