r eflective writing Chris Doye Institute for Academic Development University of Edinburgh November 2012 What is reflection Exploration examination of ourselves and our actions often written but also spoken ID: 247749
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Slide1
Reflection and
reflective writing
Chris
Doye
Institute for Academic Development
University of Edinburgh
November 2012Slide2
What is reflection?Exploration / examination of ourselves and our actions (often written but also spoken)considered
rational, unemotional*in relation to theory / wider context / other perspectivesWhy do it?to develop understanding / learning / skillsand give us a path by which to move forward*(even though it often deals with feelings, reactions and emotions)Slide3
The basics:Slide4
Borton’s (1970) cue questions:
(Cited in Jasper, 2003, p.99)Slide5
What does that mean?
Thinking and analysis
Drawing conclusions
Describing event or process
Future goals and actionsSlide6
Contexts and purposesEpisode / experience/ processShort/specific e.g. lesson we have taught, procedure we have carried outLonger process e.g. project work, group work, course, client-practitioner relationship
Critical incidentPositive or negativeOur own development, e.g. skills, strengths, challenges (may also be required for education or work)Slide7
What is a critical incident?Something that happened that is, in some way, significantFor you personally,Or in a wider contextand that you can learn from by considering it more deeply
It does not have to be earth-shatteringIt can be either positive or negativeSlide8
Skills involved
Self-awarenessDescription / factual reportingCritical analysisSynthesisEvaluation (Atkins and Schutz
, 2008, p.26)
Self-awareness is the main skill that is not usual in other academic writing.
8Slide9
Preparing: Focused free write
This technique can help you to start thinking freely about something.Start from the incident, experience, process you want to reflect on
Write for
5 -
15 minutes
without stopping
, just following your train of thought as if you are talking to yourself on paper
Don’t worry about grammar, spelling, punctuation or anything else
If you wander off the topic, don’t worry, just bring yourself gently back
When the time is up, skim through for any interesting/useful words, phrases, ideas or thoughts
The
idea of free writing, from which
focused
free writing is adapted, was popularised by Peter
Elbow
(1973)Slide10
Exploring experience and perspectiveLook at the hand-outsTry one of the techniques (you will
not be asked to share what you have actually produced)Share with the group Which activity did you choose?What are your reactions to doing it?Slide11
Reflective journal
At the time Write a description as you see things nowInclude your feelingsNote down anything you might want to refer to as ‘evidence’Note questions or things you might want to explore if they occur to you
Later reflection
Look back objectively at what you wrote
Compare you now with then: changes?
Ask & answer critical questions
Relate to wider context
Justify what you say
Learning & moving forwardSlide12
Reflective writing assignmentsMay use specific model and follow that structureUsually follows basic phases
Descriptive (who? what? where? when?)Analytical & interpretive (why? how? so?)Looking forward (where/what now?) cf Borton (earlier)Or, more complex, e.g. GibbsSlide13
More structured e.g. Gibbs (1988)
(Cited in Jasper, 2003 .p.77 but, N.B. she puts description instead of analysis!)Slide14
Description Ability to give effective account > others understand what happened as you saw it:
Pick relevant, significant detail: right amountWriting = clear, concise, well structuredObjective rather than emotional: thoughts & feelings are recorded rather than colouring accountSlide15
Critical analysis/ evaluation
Aims for deeper understandingBreaking down into constituent partsIdentifying positives / negatives/ issuesIdentifying and challenging assumptions (self & other)Making connections (other experience, learning)Relating to external sources, e.g.
Theory, research, case studies, wider social/political/economic contextSlide16
Levels of reflection: 1Hatton and Smith's (1995) four levels of reflection, summarised by Gillett et al. as:descriptive writing (a straightforward account of events)
descriptive reflection (an account with reasons, justifications and explanation for the events)dialogic reflection (the writer begins to stand back from the account and analyse it)critical reflection (the writer puts their account into a broader perspective).(Gillett et al., 2009, p.165)Slide17
Levels of reflection: 2
Goodman’s 3 levels (1984) often referred to – roughly equate to:Largely descriptive; looking at practical things in terms of responsibility, accountability, efficiency ..Moving out from your particular experiences – relationship between theory and practice; broader implications, issues, values..Broadening out to consider implications in context of ethical / social / political influences
(Goodman, 1984, cited in Jasper, 2003, pp.72-75)Slide18
Graduate attributes
http://www.employability.ed.ac.uk/documents/GAFramework+Interpretation.pdf Slide19
Edinburgh AwardEmployers want graduates:who are self-aware, who
capitalise on their strengths, who will have impact wherever they work, who are committed to personal development and life-long learning, and who can confidently provide evidence for these claims. And that’s where the Edinburgh Award comes in… Slide20
Edinburgh Award: CARLFor reflecting on the skills/abilities you wanted to develop during the Award:Context – What is the context, e.g. what was your role and what was the skill you wanted to develop (and why)? Action
– In that context, what did you do to work towards developing the skill? Result & Learning – What were the outcomes of your actions? What went well? What stretched you? What didn’t work? What did you learn as a result? Why does it matter to you? How does it influence how you would approach something similar in the future? For reflecting on the impact you had during the Award:Context – What is the context, e.g. what was your role, its purpose and in what areas you were trying to develop personally?
Action
– In that context, what did you do to try to have an impact?
Result & Learning
– What were the outcomes of your actions?
What impact did you have on the people and/or organisation(s) around you? Slide21
ReferencesAtkins, S. and Schutz, S. (2008) 'Developing the skills for reflective practice', in Bulman, C. and
Schutz, S. (eds.) Reflective practice in nursing. 4th edn. Chichester: Blackwell Publishing, pp. 25-54Elbow, P. (1973) Writing Without Teachers. New York: Oxford University PressGillett, A., Hammond, A. and Martala
, M. (2009)
Successful academic writing
. Harlow: Pearson Education Limited
.
Jasper, M. (2003)
Beginning reflective practice
. Cheltenham: Nelson
Thornes
Ltd
Moon, J.(2006)
Learning Journals: A Handbook for Reflective Practice and Development
. (2nd
edn.) London: RoutledgeSlide22
Websites for further information The University of Edinburgh’s Edinburgh Award:http://www.employability.ed.ac.uk/Student/EdinburghAward/
Reflective writing, university of Portsmouth: http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdf