Reflective learning process

1. Reflection and
assignment 1

2. PINZON & CO
PINZON & CO

5. 1- Perception
(Sight, sound,
smell, taste,
touch)
2- Selection
(Recall, data,
Imagination)
3-Interpretation
(meaning of
perceptual
event)
4- Reaction
(emotional
response)

6. Sight: the eyes
respond to light
Sound: the ears
respond to sound
waves
Smell: the nose
contains olfactory
receptors that
distinguish smells
Taste: the tongue’s
taste receptors
identify different tastes
Touch: receptors all
over the body respond
to touch

7. Sensory memory- An intricate filtering process begins- Often in a fraction of
second
Working memory- Related with similar previous sensory experiences along with
other types of information stored in our brain about our beliefs, values and the like,
is combined with the here and now influences.
Agenda, needs, wants, fears, expectations, prejudices, values, beliefs,
language, experience, peer groups, self- image.

8. Understanding the scheme of things. Information is thought to be
stored in our memory in the form of what psychologist call schemas-
cluster of information about particular items or issues.

9. Interpretation
The brain has gathered the information
it needs to prepare a response to the
current sensory experience. This
information may be in the form of stored
images, symbols and emotions.
Amygdala can be quick off the mark to
make a hasty decision. So the brain needs
to connect with the information and make
a judgment call about the best course of
action.

10. Happy/ Unhappy Intense/ mild Assertive/ Passive

11. THE MORE INTENSE THE EXPERIENCE, THE
MORE LIKELY IT IS TO GET THE LONG TERM
MEMORY RATHER THAN BEING DISCARDED
ON THE WAY THERE.
THE MORE REAL AS OPPOSED TO
ABSTRACT THE EXPERIENCE, THE MORE
ACCESSIBLE THIS PERCEPTUAL
INFORMATION WILL BECOME
THE MORE OFTEN THE CUSTOMER
EXPERIENCE IS VISITED BY THE CUSTOMER,
THE HIGHER THE CHANCES OF IT
REMAINING IN THE LONG TERM MEMORY.

12. Reflective learning
• Reflective learning depends on basic input from our senses and internal viscera, as well
as complex memory systems, numerous brain structures, pathways, networks, and
subsystems

13. The frontal
lobes
Anticipate future consequences of our actions.
Develop plans and goals.
Work toward goal accomplishment.
Balance and control our emotions.
Maintain a sense of ourselves as active contributors
toward our future wellbeing.

14. The
frontal
lobes
Organizing.
Scheduling.
Motivating.
Sticking with tasks.
Anticipating future consequences of present actions.
Being aware of oneself in terms of successes and failures.
Coordinating the necessary steps to complete a task or to achieve a goal.
Monitoring what one says and does.
Analysing past thoughts and behaviours.
Projecting into the future.
Empathizing.
Establishing expectations

15. CRITICAL
REFLECTION
• A critical reflection is the process of
reviewing a past event(s) from an an
analytical perspective. By doing so, we
can reflect on our actions, considering
what worked well and what didn’t. We
can learn from our reflection by making
appropriate changes to develop
ourselves further going forward.

16. Difference
between
reflection and
critical
reflection.
Reflection Critical reflection.
May be informal Personal but still written
using academic style.
Descriptive Description is limited,
more emphasis on
personal evaluation.
May be brief Follows a coherent
structure.
A look back to a past
event
The process of looking
back to help with future
personal development.

17. Gibbs’ reflective
cycle.
1- Description
• What happened?
2- Feelings
• What were you thinking
and feelings?
3- Evaluation
• What was good/ bad
about the experience?
4- Analysis
• What sense can you
make of the situation?
5- Conclusion
• What else could you
have done?
6- Action plan
• What will you do next
time?

18. Critical reflection strategies.
A critical reflection is personal (you can usually use I)
A critical reflection contains more your own personal feelings and experiences.
Ask yourself the question why (stages 2-6)
Review your work
The structure of your critical; reflection should highlight what you have learnt and how you will
make productive changes in the future.

19. The SEAL process of self-reflection
The SEAL process of self-reflection is based on the concept of experiential
learning which can be attributed to educational theorist, David Kolb. The basic
idea behind experiential learning is that you take an activity and reflect on the
outcomes, both positive and negative, and determine how to behave in the
future. Do you adjust your behaviour for a better outcome or do you 'continue
with confidence', as the diagram below shows?

20. The SEAL process of self-reflection
Situation Effect Action Learning
outcome

21. What are we doing that
we shouldn’t be doing ?
What aren’t we doing that
we should be doing ?
The SEAL process of self-reflection