1. Cultivating Reflection
University of the Western Cape
October 2013
Melanie Alperstein
M Phil (Ad Ed) P G Dip (PHC Ed) B Soc Sc (Nursing)
Education Development Unit, Health Sciences Faculty, University of Cape Town, South Africa
Veronica Mitchell
M Phil (HES) B Sc (Physio)
3. Introduction
Free writing for 3 mins
Video clip
Theoretical concepts
Melanie Alperstein
Veronica Mitchell
Sharing experiences
Different contexts
Challenges
Insights
4. is to encourage
the development of
a habit of processing cognitive material
that can lead the student to
ideas that are beyond the curriculum,
beyond learning defined by learning outcomes,
and beyond those of the teacher
who is managing the learning.
Moon, J., 2001. PDP Working Paper 4
Reflection in Higher Education Learning
http://www.york.ac.uk/admin/hr/researcher-development/students/resources/pgwt/reflectivepractice.pdf
“
Our objective as educators:
7. Theories support reflection
Dewey
Effective learning: student engages actively with
content in an intensely personal way
Kolb
Experiential learning – reflective cycle
Concrete experience; reflective observation;
abstract conceptualization; active experimentation
of application
Reflective journaling helps students through
stages to final stage of applying new meaning or
interpretation
9. Reflection
Why reflect?
What exactly is reflection?
“An important human activity in which people recapture
their experience, think about it, mull over it and
evaluate it” (Boud et al, 1995)
Reflective journaling helps adult learners toward
higher levels of critical thinking and personal insight.
10. Stages in reflective practice
(Atkins 1993 in Brigden and Purcell, 2004)
Awareness
Critical analysis
New perspectives
16. Reflection is the process we use when
working with material that is presented in
an unstructured manner – not organised
and purified as in a traditional curriculum.
Moon, J., 2001. PDP Working Paper 4
Reflection in Higher Education Learning
http://www.york.ac.uk/admin/hr/researcher-development/students/resources/pgwt/reflectivepractice.pdf
“
17. Dr Maria Christodoulou
Adapted from a conflict resolution model
Couple Communication 1: Talking Together” by Sherod Miller, Elam W. Nunnally and Daniel B. Wackman
Transitions Europe Empowerment Circle Manual 5th Revision, 2002”.
(Transitions is an outreach of Woman Within International)
A model for conflict resolution developed by Woman Within lnternational. www.womanwithin.orq
6 steps for reflective practice
Year 1
@ UCT
Health
Sciences
18. Towards empathy and empowering practices
Steps
1. Data
2. Feeling
3. Meaning
4. Consequences
5. Needs
6. Learning
Adapted
through the
years
21. The Paper Mirror: Understanding Reflective Journaling
Delaura L. Hubbs and Charles F. Brand (2005)
Journal of Experiential Education. 28:1: pp. 60-71
Viki Janse v Rensburg
Delaura, Hubbs & Brand’s quadrants
22. Gibbs, G. (1988) Learning by Doing: A guide to Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic.
Gibb’s model Nariman Laattoe
23. Arnold, R., et al. (1991). Educating for a Change. Toronto: Between the Lines. Adapted with permission from the Doris Marshall Institute for Education and Action.
In Equitas manual, International Human Rights Training Programme.
The Learning Spiral
24. Vula UCT’s Learning Management System
http://opencontent.uct.ac.za/Health-Sciences/Probing-Professionalism-Towards-Positive-Practice
Six Step Spiral for Critical Reflexivity (SSS4CR)
Thanks to Dr Kevin Williams, Prof Athol Kent, Nariman Laattoe, Dr Simone Honikman, Sarah Crawford-Browne
Year 4
@ UCT
Health
Sciences
28. Challenges and limitations
Students
Sharing private thoughts & feelings
Motivation & commitment
Active participation
Honesty
Emotional disturbance
Process
Depth of reflection
Making connections / theory
Assessment
Trust
29. Our practices ?1. Are there limitations on the questioning in which students
are allowed to engage?
2. Does the assessment system enable students to be really
free to reflect and express their own views?
3. Are student told to ‘reflect’ when actually they will simply
follow a recipe
4. Is learning really going to occur or are students going
through the motions of reflection?
5. Is the material that students are encouraged to produce
more than descriptive?
6. …is there pressure (through monitoring and assessment) …
to write what they think the tutor wants to see?
7. Have there been appropriate guidelines developed for
students with regard to ethical issues and confidentiality of
material that they produce?
8. …Is there adequate consideration of the costs / benefits of
potentially revealing information for the student, staff and
others? Moon, J., 2001. PDP Working Paper 4
Reflection in Higher Education Learning
http://www.york.ac.uk/admin/hr/researcher-development/students/resources/pgwt/reflectivepractice.pdf
“
Beyond mirrors and still water and reflective gear
The data – what happenedMy feelings in response to the teaching experience – the affective dimensionThe meaning related to the theory & my interpretationThe impact on the students and my learningMy needs for the future – changes I can makeMy learning about myself from the experience
Dynamic flow
Spiral spring with strength and resilience, momentum
To reflect back on our discussion, question our practices