Work Based Reflective Practice 1 Tutor Chris Thomas

Work Based Reflective Practice 1 Tutor; Chris Thomas 3: 6

Learning intentions: • Reflecting on reflection • Key points re reflection in practice • Reflecting in essay writing; is it reflection or description? • Putting reflection into action by compiling the action plan • Identifying and exploring 3 work based events using critical reflection… • Tutorials and setting up the portfolio

4 key statements about reflection; 1. ‘Some teachers welcome reflection as a means of extending themselves intellectually, examining their own ideologies and enhancing their professional role when the pressure on them is to behave more like technicians’ (Moon, 1999, p 55) 2. ‘Reflective practice is teachers’ abilities to discuss their own practice, appraise ethical and moral issues in teaching, take greater responsibility for their own development, and develop personal theories of educational practice’ (Moon, 1999, p 58) 3. ‘Reflective practice is the process of looking back in a critical way at what has occurred and using the results of this process, together with professional knowledge, to tackle new situations’ (Moon, 1999, p 59) 4. ‘Reflective practice may also be interpreted as a gentle process of noticing and being concerned…Vaughn’s (1990) suggestion is that reflective practice is ‘as much a state of mind as it is a set of activities’’ (Moon, 1999, p 60)

Devise a bus advert to encapsulate reflective practice…

What are the conditions needed for reflection?

In a nutshell being reflective;

Think of your last holiday experience and apply your next holiday choice to this statement; ‘As a result of the reflective process, you have more insight than last time…circling round and round the reflective cycle, your understanding steadily deepens and you become more skilful…’ (Northedge, 2005, p 3) Now apply this statement to a work situation and feedback to your partner…

Who do we need to help us?

So what? The real test is developed practice. Reflection then is a middle ground where theories are brought to bear on the analysis of past actions; the really important stage comes after this and could be thought of as planning…After any period of reflection on practice should come planned

What next? We need to plan in 2 ways: Beaty, 1997, p 10

What happens if we don’t reflect?

Task –let’s look at reflection and description…. Do the action plan! Tutorials and questions for next session…

Final thoughts…How do you see learning and teaching? ‘An empowered teacher is a reflective decision maker who finds joy in learning and in investigating the teaching/learning process – one who views learning as construction and teaching as a facilitating process to enhance and enrich development’ (Taggart, 2005, p 1). ‘To be a teacher is at once a grave responsibility and a tremendous privilege. It is a privilege to be involved in the development of minds through education’ (Beaty, 1997, p 26).

Learning intentions: • Reflecting on reflection • Key points re reflection in practice • Reflecting in essay writing; is it reflection or description? • Putting reflection into action by compiling the action plan • Identifying and exploring 3 work based events using critical reflection… • Tutorials and setting up the portfolio