Work Based Reflective Practice 1 Tutor Chris Thomas

Work Based Reflective Practice 1 Tutor Chris Thomas

Learning intentions; • • • introduce the module and assignment explore personal and professional roles consider definitions of reflective practice explore the need/drive for reflective practice explore who dictates this need for reflective practice • examine our present state • capturing our reflections; using a reflective diary/journal

Module Description • In this Core Module students will recognise the importance of their professional development and the integration of reflective practice to enable them to become reflective practitioners within their work setting. Students will identify their professional needs and reflect on aspects of their work-based practice. This module forms the starting point for the student’s personal development planning. (Module Handbook, p 3)

Module Content • Students will develop an understanding of professional development and reflective practice, identifying how this is embedded in their development as a reflective practitioner. Students will reflect upon their own strengths and weaknesses, identifying a plan of action for further professional development. Work – based incidents will be reflected upon to identify their work – based learning which will be evaluated through relevant legislation, current research, theories and experts, within the appropriate area of Children’s and Young People’s Services. Students will be advised to keep a reflective diary to identify the work-based incidents discussed in their assessment. (Module Handbook, p 4)

Component 1 3000 wds COURSEWORK (1500 words) An essay demonstrates an understanding of the student’s own professional development and reflective practice; an action plan identifies areas for personal professional development with evidence of implementation, monitoring and evaluation. (50% weighting) (Module Handbook, p 4)

Component 2 1500 wds Three work-based events are evaluated through three reflective summaries that demonstrate professional learning and identify areas for further development. (50% weighting) (Module Handbook, p. 5)

What personal roles do we have? What attributes make good child care workers? In a group of 3/4 list as many as you can. Task – charades… How many of these do you possess, which one do you need to work on? What have we been engaging in?

Why are you doing this module? What was your favourite subject at school and why? Which teacher did you learn most about the subject with and how do you know that? Think of an activity you were involved in with children/young people today… Why did you do the activity the way you did/ What is the most important thing to do after the activity has finished? What are we doing?

Define ‘reflective practice’: • ‘Reflection has been defined as a ‘kind of thinking that consists in turning a subject over in the mind and giving it serious thought’ (Dewey 1993 cited in Bentham 2004, p. 2). • ‘The common-sense view of reflection is that it is a mental process that is couched in a framework of purpose or outcome’ (Moon 1999, p. 15). • ‘Means thinking about and analysing your actions and practice with a view to changing, developing and improving your practice’ (Barber 2009, p. 35). • ‘Our attempts to understand make sense of the world’ (Brubacher 1994 cited in Taggart 2005, p. 17).

Define ‘reflective practitioner’: • ‘The capacity of a teacher [or CCW] to think creatively, imaginatively and at times, self-critically about classroom practice’ (Lasley 1992 cited in Haggart 2005, p. 17). • ‘Describes a practitioner who is aware of their strengths and skills, and additionally their knowledge and gaps and areas for skills development, and are ready to work to develop them’ (Barber 2009, p. 35). • Someone with ‘the ability to make rational choices and to assume responsibility for those choices’ (Ross 1989 cited in Haggart 2005, p. 17). • Considers ‘what happened, why it happened and what you might do next time’ (Department for Education and Skills 2005, p. 49).

Does experience guarantee learning? Consider this fact; ‘In history of WW 1, A. J. P. Taylor graphically describes the terrible carnage resulting from wave after wave of allied assaults on heavily defended German trenches. The tactic though fruitless was repeated by the generals with chilling determination. Taylor concludes that ‘nothing had been learned from previous failures except how to repeat them on a larger scale’ http: //www. youtube. com/watch? v=-Tv 5 g. Ba 9 DQs Experience in itself does not guarantee learning. In order to learn from experience we must reflect on our experiences… (Petty 2004, p. 319).

Why be reflective? • ‘To understand direct our educational practices…’(Farell 2004, p. 27). • ‘To become empowered decision makers, engaging in systematic reflection of their work…’(Farell 2004, p. 5). • ‘It allows different perspectives on how to practitioners themselves view their own practice and permits them to consider not only the ‘what’ but also the ‘how’ (Paige-Smith and Craft 2008, p. 164). • ‘This helps you to relate theories and policies to your practice’ (Department for Education and Skills 2005, p. 49).

• ‘… try to relate them to theory; and then plan how we might do better next time (Petty 2004, p. 319). How many theorists can you name? Are theorists important; and if so why? ‘ You need to have knowledge about the way children learn in order to provide appropriate activities and experiences. Understanding the work of researchers such as Piaget, Vygotsky and Bruner, enables you to see why you are doing things and gives insight into how to assist the child effectively (Northedge 2005, p. 67). Put it into action case study 2. 1 p 46/47 Bentham.

Benefits of being a reflective practitioner for the individual: • Skills are developed • More motivated • Greater job satisfaction • Personal development • Become an agent of change • Better able to meet the needs of children and families • More confidence • More able to meet job/role challenges • Can stand outside their practice and see it in a wider perspective • Understand/makes sense of what happened

Benefits for the children: • Provide the right environment to encourage learning • Individual needs are more likely to be effectively met • Learning environment will better meet their needs • Greater understanding of how to support their development • Major research reports of EPPE and SPEEL talk about sensitive intervention and the difference it can make between a good and excellent learning experience (Wild 2007).

Benefits for the setting; • ‘More effective setting with highly skilled and motivated staff • Staff feel more valued • Children are happy and settled because their needs are met and supported, leading to happy parents and a good reputations for the setting • Better organised and more efficient • Staff become agents of change to ensure that the setting is constantly evolving and developing • Focused vision’ (Barber 2009, p. 35)

6 reasons why learning to be critically reflective is important; 1. ‘It helps us take informed actions = those which can be explained and justified… 2. Helps us develop a rationale for practice… [you are] much better placed to communicate to colleagues…as well as to herself the rationale behind her practice 3. Helps avoid self-laceration i. e. blame themselves if students don’t learn 4. Grounds us emotionally as if we lack a reflective orientation, we place an unseemly amount of trust in the role of chance 5. It enlivens our classrooms…more likely to have classes that are challenging, interesting and stimulating for students 6. It increases democratic trust. Teachers who have learned the reflective habit know something about the effects they are having on the students’ (Brookfield 1995, pp. 22 -26).

Who says we should be reflective practitioners? • Df. ES Key Elements for Effective Practice (02/2005), states ‘Effective practice in the early years requires…reflective practitioners (cited in Barber 2009, p. 34) • One of the six key skills identified by the Government is ‘improving own learning and performance’ reflective learning is a central theme (QCA, 2004 cited in Northedge 2005, p. 22) • New EYFS ‘Practitioners must reflect on the different ways that children learn and reflect these in their practice’…. ’ Providers should ensure that regular appraisals are carried out to identify any training needs, and secure opportunities for continued professional development for staff’.

Let’s get reflecting… • When does your day finish? • Do you do things the same way every day/session? • Do you start and end the day in the same way? • Are you aware of any routines in your working with children? • Do you stand/sit in the same place/ • Do you keep the same materials year after year and continuously use them? • When was the last time you actively looked for a new way to use the same activities?

Write down your theory about how children/young people learn best and your role in their learning? Where does your theory come from? Mezirow’s transformation theory (1991) states that we are caught in our own histories, we all start with what we have seen and operate within what we have learned before. ‘You will have a set of beliefs, ideas and assumptions about the nature of…your role in children’s learning/development’ Why do you relate to children the way you do? Have you learnt this from someone? ‘Schon called this your ‘theory-in-use’ which guides what you do, and informs you as you plan and teach. . ’ (Petty 2004, p. 486).

Task your life history; why are you involved in working with children, briefly outline your life history: • Your early experiences • Family life • Religious background • Socio economic background • School experience • College experience • First experience with children • Any other experiences in your life that were important describe any of those that you think may have significantly impacted your development as a child care worker

‘As your ‘theory-in-use’ guides your every action it is clearly crucial to get this ‘theory-in-use’ as right, and as comprehensive, as you can get it’ (Petty 2004, p. 486). So how can you go about that? How does this link to being reflective? ‘As you reflect, your ‘theory-in-use’ improves and so you become not only more effective but also more adaptable and better able to solve problems’ (Petty 2004, p. 487)

‘Knowledge of how children learn does not stand still…early years practitioners who aim to provide quality education for the children in their care will take part in continuous professional development’ (Northedge 2005, p. 67) What does ‘professional mean to you? • It describes an attitude to work; ‘it involves an approach to life and work which includes taking responsibility, being creative and critically questioning our own individual practice… • Dreyfus and Dreyfus (1986 cited in Beaty 1997, p. 8) present a model of professional development based on a skills acquisition through routine practice and decision making, from novice to expert

Novice = ‘experiential knowledge is small and decisions will be tentative and ‘rule bound’ to avoid mistakes. After some experience the application of rules becomes more automatic and there are fewer surprises in practice…the expert moves beyond rules to more ‘intuitive’ action. Reflective practice is important to the development of all professionals because it enables us to learn from experience. Although we learn from experience, more experience does not guarantee learning!’ (Beaty 1997, p. 8) ‘We do not learn as much from experience as we learn from reflecting on that experience’ (Farell 2004, p. 7)

To be a reflective practitioner you need to ask some questions: • Reflect upon your role in the setting. What is my role? What kind of practitioner am I? How could I improve my practice? • Think about your future development. How can I improve my knowledge of children? What kind of practitioner do I want to be in the future? • Why do I provide the activities and experiences for the children I work with? What are they learning from them? • What can I provide that will enhance their learning? How can I make learning fun and stimulating? (Daly 2006, p. 69)

What is one of the best ways of encouraging high quality reflection? List as many reasons as you can for wanting to write about your teaching… ‘The act of writing down events helps us to think through what happened and to prevent the issues becoming blurred or simply forgotten…notes we make reveal areas that need development’ (Beaty 1997, p. 14)

• ‘When we document action, we could be providing an ‘anchor’ which helps us access – often at a later point… • Documenting our practice and children's learning enables us to explore with others what has engaged and focused children…’(Paige-Smith and Craft 2008, p. 18) • The journal ‘is a friend that is always there and always a comfort’ (Paige-Smith and Craft 2008, p. 18) • Reflection too is a dialogic process. Sometimes that dialogue may be with the self…But much of the time reflection involves relationships with others, listening to others and being listened to’ (Paige-Smith and Craft 2008, p. xiii) • Writing freezes our work so we can reflect on it

Diaries/journals take many forms; • Journal of events and feelings – regularly written diary which starts off with facts about teaching events and then moves to issues surrounding these events • Critical incident analysis – a more focused and lengthy diary around particular events • Observations • Evaluations of teaching strategies • Summaries of readings on theories of learning; annotated abstracts from books/articles, a ‘So what’ entry ‘How does it link to my practice’ ‘What have I learnt that I can use? ’ (Beaty 1997, p. 14) ‘We effectively become researchers of our working world’ (Paige-Smith and Craft 2008, p. 11)

In conclusion reflective practice seeks answers to these questions; • ‘What am I doing in the classroom? (method) • Why am I doing this? (reason) • What is the result? (result) • Will I change anything based on the information gathered from answering the above? (justification) Method reason result justification

For next week read around reflective practice and consider the following… Professional targets/Action Plan • Identify a target / need • How will you achieve this? What resources are needed? • Who will benefit from this? • How long do I need to complete the target? • What evidence do I have? How will I know I have achieved this? • Links to LO 1. • Does not have to be a weakness. • Can be something you want to develop further • Aim for 6 targets • Can be a mixture of short, medium and long term targets. • Remember to be SMART!

Action plan; fill in as much detail as you can! Professional Need (PN) PN 1 Foundation Degree Short-term target date Short-term targets Completion date Evidence of monitoring and evaluation July 2013 Complete first year modules July 2015 ILP Module assignment feedback forms To develop creative play ideas for children 0 -5 May 2013 To read about and research creative play ideas. To discuss with other practicioners December 2013 To show creative ideas and themes within children’s portfolios. Increased creative knowledge and skills To complete a paediatric first aid course April 2013 To apply for funding and place on a first aid course. August 2013 Certification Increased knowledge of first aid skills To become a peer on the peer to peer support programme March 2013 Attend local network meetings March 2015 To become a peer to another child minder. Share best practice Promote the benefit of maintaining a journal What is the key element it must contain? An area of expertise!!!

Learning intentions; • • • introduce the module and assignment explore personal and professional roles consider definitions of reflective practice explore the need/drive for reflective practice explore who dictates this need for reflective practice • examine our present state • capturing our reflections; using a reflective diary/journal