Work Based Reflective Practice 2 Session 1 Being

Work Based Reflective Practice 2 Session 1: Being a reflective practitioner Module Leader: Helen Wilson Module Tutor: Chris Thomas What does it mean?

Learning Intentions • To develop a deeper understanding of the concept of reflection through definitions and discussion • To appreciate the key elements and characteristics of reflection • To explore the module and examine the assessment and associated criteria

WBRP 2: 5 FD 031 – an overview • The module: tutor, speaker, timetables, rooming • The booklet: learning outcomes (3, 7, 8), learning & teaching strategy (4), reading lists, journals and websites (13 -15) • The assessment: assessment dates, supporting guidance on submissions, coursework details for LO 1 & 2 (4, 7 -9) Component 1: COURSEWORK (2000 words) An essay uses a critically reflective approach to examine the implementation and management of change with reference to academic theory. (50% weighting) Component 2: COURSEWORK (1500 words) A reflective report critically evaluates the implementation of a change cycle in the work place/setting and the practitioners’ role within this change. (50% weighting Hand in date : 25 th April 2013

What personal roles do we have? What attributes make good CYPS practitioners? 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 reflection… ‘We all reflect and that all learning is based on experience’ ‘Reflection, as a process, seems to lie somewhere around the notion of learning and thinking. We reflect in order to learn something, or we learn as a result of reflecting – so ‘reflective learning’ as a term, simply emphasises the intention to learn as a result of reflection. ’ Moon 2004, p. 80

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 • Can stand outside their practice and see • Better able to meet the needs it in a wider of children and families perspective • More confidence • Understand/makes • Become an agent of change • More able to meet job/role challenges 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)

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/young people? • 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 [and young people] learn does not stand still… 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

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/young people 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)

Some more reflection… • Are you a reflective practitioner? How do you know you are reflective? (Eby & Kujawa, 1998) • If you consider yourself to be a reflective practitioner, how do you reflect? ‘ Assuming that everyone can reflect does not assume that everyone uses reflection effectively to improve performance, Moon 2002, p. 86

How do/can you reflect? • • • Question cards KWL grids Debrief Wheels Reflective learning journal PDP E-Portfolio Reflective essays (!) Photo reflections Presentations Web forums • • • Quirky cartoons Brilliant banners Mood colours Acrostic poetry Expressive dance Make up a song Freeze frame/drama Word/sentence reflection Mirrored facials Shaping play dough

KWL Chart KNOW WHAT LEARNED 5 things you already know 5 things you would like to know 5 things you have learned University of Tennessee

The Debrief Wheel What was something that challenged you? How did you address it? What was your greatest accomplishment? University of Tennessee What did you gain from… How will you use this to guide you in the next…?

‘Reflection requires linking existing knowledge to an analysis of the relationship between current experience and future action…reflection aids in the reflective processes themselves, thereby building or expanding knowledge’ (Mc. Alpine & Weston 2002, p. 69). ‘Learning is conceived as a sequence of stages from superficial ‘noticing’ percieving, superficial observation), ‘making sense’ to ‘making meaning’, ‘working with meaning’ and finally ‘transformative learning’ (Moon 2002, pp. 84 -85).

• Reflective practice is a process of learning and developing through examining our own practice, opening our practice to scrutiny by others, and studying texts from the wider sphere. (Bolton 2001, p. 4) • A reflective practitioner…is a worker who is able to use experience, knowledge and theoretical perspectives to guide and inform practice…reflective practice involves cutting the cloth to suit the specific circumstances, rather than looking for ready-made solutions. (Thompson 2002. p. 235) How will your essay demonstrate this thinking

Some more reflection… • Which topics are important for you to reflect upon? Why so? • What are the cons of reflecting upon your practice?

There are 8 key elements of reflection. What are they? 1. Making sense of experiences 2. Standing back 3. Repetition 4. Deeper honesty 5. ‘Weighing up’ – balanced in our judgements, looking at pros and cons 6. Clarity 7. Understanding 8. Making balanced judgements

What are the outcomes of reflection? • learning, knowledge and understanding • some form of action • a process of critical review • metacognition • building of theory from observations in practice situations • decision making/empowerment/solving problems • unexpected outcomes (creative resolutions) • emotion • clarification and recognition of the need for more reflection!!!

The importance of reflection Reflection = Thinking = Learning

How does examining reflective cycles and reflection link to LO 1 and LO 2? Reflection/action = “Organising and construction of learning from observations that have been made in some practical situation, with the implications that the learning can then lead to action (or improved action)”. Moon (2007, p. 20)

Planning Proforma for WBRP 2

Remember! • Please bring any readings/website printouts etc which will support you in understanding reflection. • Please bring these readings with you – read them as we will use these in the session to support yours and others’ understanding. Thank you!

Thinking about reflection • ‘An empowered practitioner is a reflective decision maker who finds joy in learning and in investigating the learning/teaching process – one who views learning as construction and teaching as a facilitating process to enhance and enrich development. ’ Adapted from Fosnot (1989, p. xi) How ‘empowered’ are you?

Learning Intentions • To develop an deeper understanding of the concept of reflection through definitions and discussion • To appreciate the key elements and characteristics of reflection • To explore the module and examine the assessment and associated criteria

Tutorial time and Q&A…. .