Student Learning Development Reflective writing Student Learning Development

Student Learning Development Reflective writing

Student Learning Development Workshop outline üWhat is reflective writing? üWhy reflect? üProblems in reflecting üForms of reflective writing

Student Learning Development Introduction üWhat is reflective writing? üHave you undertaken reflective writing before? üWhat reflective writing activities have you undertaken? üHave you got any thoughts on reflective writing?

Student Learning Development What is reflective writing? Reflective writing involves ‘consideration of the larger context, the meaning, and the implications of an experience or action’ (Branch and Paranjape, 2002, cited in Monash University, 2013).

Student Learning Development Reflective writing is ü Your response to experiences, opinions, events or new information ü Your response to thoughts and feelings ü A way of exploring your learning ü An opportunity to gain selfawareness ü A way to achieve clarity and better understanding of what you are learning ü A chance to develop writing skills ü A way of making meaning out of what you study Reflective writing is not ü Just conveying information, instruction or argument ü Pure description (though there may be descriptive elements) ü Straightforward decision or judgement (for example, about whether something is right or wrong, good or bad) ü Simple problem-solving ü A standard university essay

Student Learning Development Definition üA style of writing which may be private or public üA way to explore and clarify our response to ideas, opinions, situations or challenges üAn opportunity to examine links between theory and practice üA way of learning through reflecting on our experiences

Student Learning Development Aim üReflective activity allows us to learn about ourselves and equips us with the tools to enable us to move forward in a positive way. üBy engaging in reflection on a regular basis, we continue to learn and develop as we study or work. For this reason, it is important to view reflection as a continual, ongoing process rather than as an occasional activity.

Student Learning Development How is it similar to core academic writing? üIt requires research and development üDepending on the task, it should focus on the question and answer the question üIt involves critical thinking and analysis üThe writing should be organised into paragraphs with accurate sentence structure, etc. üIt requires a formal style üThe discussion should be clear and coherent

Student Learning Development How is it different to core academic writing? üIt is usually used in specific ‘genres’ such as critical incidents, journals, etc. üIt connects with personal feelings and behaviour üIt includes observation and evaluation üIt may be quite descriptive and informal üThe use of the 1 st person is appropriate üIt tends to link theory to practice

Student Learning Development Steps to reflect Before you go into a new learning/work environment: • Step one: Tell the story of what you might experience in as much detail as you can. Make sure you note anything that you are confident about as well as anything you might find difficult. • Step two: Try to identify the main themes. Look holistically at what you have written. Think about everyone involved. • Step three: Consider the factors that might influence your behaviour and experiences. Include your feelings, beliefs and assumptions as well as any factual information you have been given. • Step four: Link your thoughts to your previous experiences. What happened the last time you went into a new learning/work environment. How might the new experience reflect these previous experiences? Is it likely to be similar or different and why? How are you going to prepare for this new experience?

Student Learning Development Gibbs’ model of reflection

Student Learning Development INTRODUCTIO N (generally 10% of the word count) 1. General statement about the topic 2. Definitions/context 3. Specific statement 4. Purpose of the essay/ thesis statement. For example: It is the purpose of this essay to explore. . . Firstly, before looking at…, it is important to take an overview of… MAIN BODY 1. Topic sentence 2. Examples to support claims (with referencing) 3. Contrasting sentence(s)—however, in contrast, nevertheless 4. Concluding sentence—in sum, to sum up, in brief, in other words, in short Referencing: Jones (2002) argues that… Smith (2006, p. 26) states that ‘…’ To conclude, in conclusion, CONCLUSI ON(general ly 10% of the word count) 1. Recall the issues raised in the introduction 2. Summarise the main points of the essay 3. Come to a clear conclusion without introducing any new topics or ideas

Student Learning Development Reflection and critical thinking At university, a considerable amount of your time will be spent thinking and reflecting about what other people have said, interesting facts that you have learned and how your thinking has changed. The thinking process seems to involve two aspects: reflective thinking and critical thinking They are not separate processes. On the contrary, they are closely connected (The Learning Centre, 2010).

Student Learning Development Reflection and critical thinking Critical Thinking Justify actions - solve problems - deeper meanings - changes Critical Thinking Assumptions - Attitudes – values - beliefs Reflectiv e Thinking Revisit experiences YO U The Thinking Process (adapted from: The Learning Centre, 2010) Reflectiv e Thinking

Student Learning Development Why reflect? ‘We reflect in order to learn something, or we learn as a result of reflecting’ (Moon, 2006).

Student Learning Development Reasons üTo learn from our experience through reflection üTo consider and explore feelings, reactions, responses in more depth üTo explore situations from different perspectives üTo gain skills to move forward and make progress both personally and professionally üTo explore gaps in our knowledge üTo look at how we can adapt to situations üTo look at relationship between theory and practice üTo develop further self-awareness

Student Learning Development Problems in reflecting

Student Learning Development Concerns üUnsure of writing style üUncertain about the requirements of the task üConcerned over use of appropriate language üFeeling uncomfortable expressing thoughts üNot able to think of ideas, events or issues üNot able to accept strengths or weaknesses üNot willing to discuss ideas with others

Student Learning Development Forms of reflective writing

Student Learning Development Forms of reflective writing They may be structured or unstructured: üDiary üLog book üStudy or work journal üAssignment

Student Learning Development Example 1

Student Learning Development Example 1

Student Learning Development Example 2

Language for Reflective Writing Student Learning Development The benefits of reflection ü This situation allowed/enabled me to • explore my approach to… • reflect on my… ü Reflecting upon the incident… ü Reflection has provided me with the opportunity to… Your knowledge and skills ü Considering the situation from different perspectives allowed me to/provided me with… ü This provided/equipped me with a new way of approaching… ü I have begun to • recognise my strengths as well as my weaknesses • recognise/identify my knowledge and skills • build upon my… • enhance my… ü I now feel more confident about • integrating new ideas with present knowledge • presenting my view/opinion • articulating my feelings ü I can now • appreciate the significance of my experience • value my past experience Your opinions, views and goals ü Articulating/revising/re-evaluating my opinions gave me the opportunity to • examine/explore… • enhance my practice/ability by… • develop/work towards/re-evaluate my goals… • function autonomously/as an individual… • become an active/independent learner… • plan realistic career/educational/personal goals Professional development ü It led me to question… ü It helped me to • gain a sense of ownership of my professional development • extend/enhance/develop my professional knowledge • develop/enhance my self-awareness/self-esteem • increase my confidence… • interact with/and gain insights from my peers/colleagues…

Student Learning Development Exercise 1 üMoon (2006) suggests using free writing activities to get your ideas flowing. If you find it difficult to get started with reflective writing, try thinking of a topic and write continuously about it for five minutes. Suggestions for topics could include why you chose this course and how you think it will help you to develop in the future. It is likely that once you begin writing, you will surprise yourself at how much you do. üSpend five minutes free writing topics such as: Learning, Learning Professional development, Health Interprofessional work.

Student Learning Development Exercise 2 üMake a list of three things which you have learned about yourself from the following: üyour course/ your job üa particular experience, such as preparing an essay, giving a presentation etc.

Student Learning Development Exercise 3 üChoose an incident or event placement/at university/at work on üGet started by describing what happened. Then begin to try to reflect on the events following the stages in Gibbs’ model: Feelings, Feelings Evaluation, Evaluation Analysis, Analysis Conclusion and Action Plan üMake notes for each stage

Student Learning Development References Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit. Monash University (2013) Language and Learning Online: What is reflective Writing? Available at: http: //www. monash. edu. au/lls/llonline/writing/medicine/ref lective/1. xml (accessed: 4 June 2013). Moon, J. (2006) Learning Journals: a Handbook for Reflective Practice and Professional Development. Oxon: Routledge. The learning Centre (2010) Reflective writing. Available at: http: //www. lc. unsw. edu. au/onlib/pdf/reflective. pdf (accessed: 4 June 2013).