Being reflective and critical at level 6 Mel
Being reflective and critical at level 6 Mel Gill
Levels of Reflectiveness (1) 1. Habitual action: providing material without any sense of the meaning. 2. Understanding: can demonstrate understanding but has difficulty applying it because it remains a theoretical concept and does not show it might be used in practice.
Levels of Reflectiveness (2) 3. Reflection: can relate concepts and ideas to own experience, and writing is illustrated with examples from practice. 4. Critical reflection: this implies a change or transformation of perspective. Recognises own assumptions and can critically review them. Kember et al (2008)
Profound reflection: (Moon, 2001, pp. 3 -4) �Is there relevant formal theory? �Are there ethical / moral / wider social issues to explore? �How are your perceptions of the issue present in your writing? �Are there alternative interpretations or different points of view to consider? �In what way(s) might you have tackled the task differently? �If you ‘step-back’ from this issue, does it look different? �Are you aware of your feelings changing over time – possibly in the course of writing?
Cycle Adapted from KOLB, D. (1984) Experiential Learning New Jersey: Prentice Hall Concrete Experience Planning and Experimentation The Learning Cycle Critical Analysis Personal Reflection
Level 6 writing: the essential elements Careful explanation, showing understanding of the complex terminology used Extensive use of literature to support the ideas being presented A linking, “conversational” style, which shows the student’s own interpretation of what they have read and how it informs the argument being presented.
are: Individual issues are explored in considerably more depth. (It is essential, therefore, in Level 6 writing to focus on a few key issues, so that they can be explored in sufficient depth within the available word allowance). The student should constantly be trying to find answers in the literature, particularly finding different definitions and interpretations of key issues Once the literature is presented, the student puts their own “spin” (interpretation) on it Personal thoughts and reflections are always followed up by attempts to find supporting evidence (substantiation) in the literature The complexity of the issue is recognised. Things are not presented simplistically as “black and white”. Instead, shades of grey are acknowledged. The student’s “voice” is heard throughout, trying to make sense of what they have read and comparing it with what they have experienced.
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