Reflective practice
What is reflective practice?
Reflective practice is the process of taking a step away from the work environment and thinking about your practice, consciously analysing the decisions you make during your practice and drawing on theory, relate it to what you do in practice (The Chartered Society of Physiotherapy, 2016).
With analysis and evaluation, you can mull over your existing knowledge whilst also helping to create new ideas and gain further knowledge, as a result, you may make subtle to large changes in the way you conduct your actions, behaviour, treatments and learning needs, taking time to write down reflections can help clarify the thought process, as opposed to thinking over them, having a pen and paper can help
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Gibbs cycle
Gibbs’ reflective cycle encourages you to think thoroughly about the phases of an experience or activity, using the headings of the Gibbs’ cycle, you can use them to structure your reflection (Brookes.ac.uk, 2016).
The reflective Gibbs’s cycle (Gibbs 1988)
> Description (what happened?)
> Feelings (what were you thinking and feeling?)
> Evaluation (what was good and bad about the experience)
> Analysis (what sense can you make of the situation?)
> Conclusion (what else could you have done?)
> Action plan (if it arose again, what would you do?)
Using Gibb’s reflective cycle is a really useful method of going through all the phases and experiences of an activity or experience one has been part of (Brookes.ac.uk, 2016).
Reflective journals
Using a reflective journal is a useful tool to implement into your life, whether it’s on paper or computer to write down any feelings, observations, visions and ideas can be a great way to focus your thoughts and develop new ideas. Reflecting upon past events and beginning to understand the processes behind them and the experience gained from it can be one of the most effective ways to evaluate yourself (Macbeth,
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Learning the art of reflecting while an activity is taking place, or after it, is a skill that requires several steps of progression. Ultimately understanding the process of reflection can help coaches refine their coaching strategies and incorporate those strategies at each stage (becoming a better coach through reflective practice, 2016).
Pro’s and con’s of reflective practice
Pro’s
Using reflective practice comes with many benefits to not only the coach’s coaching ability, but to their overall development as a learner as well as a teacher. Improving confidence and competence is one of the biggest benefits of using RP, also to learn new information and learn from others to expand knowledge. Becoming more aware of the coach’s strengths and limitations helps organise the coach’s priorities and set new developmental goals in which the coach can progress with their
found myself journaling my reflection of how my sessions went, as well as my impression and
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
Reflection, as explained by Moon (2013), is the process of looking back on an event or experience and thinking about it and learning from it. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences on a day to day basis in order to make sense of them. (Norman, Vleuten and Newble, 2002). In a professional context, reflation is vital for a practitioner to learn and improve their practice. By using their own experiences, practitioners are able to analysis, and in turn, adapt or improve specific areas of practice
To what extent do you consider that you have already started to develop the approaches of a critical practitioner? Analyse and evaluate your progress using examples from your work to illustrate your arguments.
A suggestion made by Schon (1991) states that there are two fundamental forms of reflection: reflection-on-action and reflection-in-action. He further defined Reflection-in-action as a means of examining one’s own behaviour and that of others while in a situation (Schon, 1995, 1987). However, Grant and Greene (2001) and Revans (1998), defined reflection-on-action as focusing on identifying negative aspects of personal behaviour with a view to improving professional comp...
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
Reflection is turning experience into Learning. Reflection is a conscious, dynamic process of thinking about, analysing, and learning from an experience that gives insight into self and practice.
According to Sandars (2009, 685), reflection is a process of turning back thoughts in order to
There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolb’s (1984), and Gibbs (1988). I decided to utilize the Gibbs (1988) model as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. By contemplating it thus, I am able to appreciate it and be guided to where future development work is required.
Reflective thinking is hypothesis testing, and real-time experimentation done in situations where “wicked problems” occurs that facilitates deeper knowledge and understanding (Rolfe, 2014). For Rolfe (2014), knowledge is a verb, not a noun, and he Rolfe (2001) claims that reflection- in-action is more advanced form of thinking and leads to more advanced practice. He further describes that is it is a process of what the nurse is always testing theories and hypothesis in a cyclical process while simultaneously engaged in practice (Rolfe, 1993). It means examining behaviour and that of others while in a situation (Schon, 1995; Schon, 1987). “To be able to reflect one must step outside the experience in order to make the observance comprehendible” Gray (1998).
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
“The ultimate value of life depends upon awareness and the power of contemplation rather than upon mere survival” (Aristotle, n.d.) Reflection is a process that begins with looking back on a situation, thinking about it, learning from it and then using the new knowledge to help you in similar situations in the future. We need to evaluate through reflection to determine whether change is needed. We can then decide what action is needed and what we should do the next time we are faced with a similar situation. It might not necessarily be something you have done wrong, it may well be you were happy with the outcome of a situation you had some input into and would do again.
Critically review the evidence to assess its validity (is the information established correct, does it ha...
The intention of reflective practice is to help the teacher/learning coach evolve and develop the quality of their teaching by the continuation of personal development. Although most teachers have done this for years, reflective modelling or methods have formulized a structure which can be followed and adapted to best suit their methods. It is an ongoing process which takes feelings and emotions into consideration and so it will not always have a definitive answer/ending. Since most models of reflection require subjective and objective thinking then there is a willingness to be honest to engage constant self appraisal. It asks that the teacher become flexible analytical and socially aware when addressing their chosen model of reflection.
Don't try to change everything immediately. And the more reflective you become, the more you will notice. Take it one day at a time. The greatest reward of becoming a reflective practitioner is that you become aware of how insightful and capable your students are. All teachers can develop habits of mind conducive to effective decision making.