ed

1. Reflective practice in the
professional context
When was the
last time you
reflected on
your teaching
practice?

2. By the end of the session you will be able to:
Explain the purpose of reflection
Analyse the skills required to engage in reflection, to improve
professional practice
Discuss the role of reflection as a modern professional, with some
knowledge of the historic context of reflection
Evaluate the impact of reflection
Create a supermodel of reflection

3. Where does reflection come from?
Reflection has always been an important part of human
existence. Early philosophers saw it as a vital part of
developing intellect, learning and seeking ‘truth’.
Socrates (470BCE - 399BCE) commonly attributed with the
famous phrase “The unexamined life isn’t worth living,
behind every experience there is room for interpretation of
the meaning of that experience”.
Buddha (sometimes between 4th and 6th centuries BCE)
promoted critical thinking and meditation to achieve insight
and change.
In the 15th and 16th Centuries, scholars in Europe began to
think critically about religion, art, society, human nature, law,
and freedom. We know call that period the Renaissance.

4. What is the purpose of reflection?

5. Can anyone do it?

6. Critical thinking
How did that video change what you already
know about reflecting on teaching practice?
What did you find surprising?
What did you disagree with?

8. Am I a critical thinker?
Questions Yes
(2 points)
Sometimes(
1 point)
No
(0 point)
Do you ask a lot of questions?
Do you challenge what you read / hear / see
or accept things at face value?
Are you open to the boundaries of
knowledge, the latest ideas and cutting edge
technologies?
Do you seek out new information or
solutions, even if it means admitting that you
were wrong?
Do you have a natural sense of curiosity?
Do you know the difference between beliefs,
assumptions, opinions and facts?
You can tackle contraversial topics without
becoming uncomfortable?

9. Am I a critical thinker?
Questions Yes
(2 points)
Sometimes(
1 point)
No
(0 point)
Do you ask a lot of questions?
Do you challenge what you read / hear / see
or accept things at face value?
Are you open to the boundaries of
knowledge, the latest ideas and cutting edge
technologies?
Do you seek out new information or
solutions, even if it means admitting that you
were wrong?
Do you have a natural sense of curiosity?
Do you know the difference between beliefs,
assumptions, opinions and facts?
You can tackle contraversial topics without
becoming uncomfortable?
If you answered mainly
yes, well done. You are a
critical thinker!
PS. This is not a scientific
test, I made it up.

11. It will be personal, emotional …
Reflection is an individual process, looking at
successes and mistakes.
Each individual reflects in different ways, at
different times, and with varying impact.

12. … requires an openness to change…
Reflection leads to self awareness, helps you to
make informed decisions about your
development and should bring about a change
in your practice.

13. …and yes, it will require effort...
You must be honest, but constructive. It is not
a judgemental process, but an open and
sincere process. It is vital to be a reflective
learner and teacher, and view every
experience as an opportunity.

14. … and a few other things help.
But most of all…
it should NEVER
be boring!

15. There are many ways to reflect…

16. Reflect back on your journey with
reflective writing so far…
What have been some of the difficulties?
What have been some of the barriers?
Have you learnt anything?
Have you enjoyed any of it?
Do you value it?
Has it made a difference?

17. What is the impact of not reflecting on
your practice?

18. A teacher is always a …

19. Using the cards and arrows you have
been given, create a model that
represents:
• The progress of a non reflective practitioner
• The progress of a reflective practitioner

20. Plateau –
No development
Decline –
Teacher’s practice does not
develop
Rapid learning –
Skills gained from practice
and reflection
Competence

21. Rapid learning – skills
improve through practice and
reflection
Reflection on areas for
further development Improvement takes place
Further Reflection Competence is achieved

22. Revealing the ‘answers’ …
(let’s see if yours are better)

23. Rapid learning –
Skills gained from practice
and reflection
Competence
Plateau –
No development
Decline –
Teacher’s practice does
not develop
Wilson (2009) p.259
A non-reflective practitioner:

24. Rapid learning – skills
improve through practice
and reflection
Competence is
achieved
Reflection on
areas for further
development
Improvement takes
place
Further Reflection
Wilson (2009) p.260
Improvement from reflection:

25. How do you use reflection to maximise your
learners’ potential?
Be Pro-active!
Prepare for all
Eventualities
(within reason!)
Be Reactive!
Listen to your learners and
modify your practice
accordingly!

26. In pairs or small groups, discuss the
scenarios
If you were that teacher, what would
you reflect on and how would you
resolve the issue?

27. In your group choose a couple of scenarios to reflect on together.
You should discuss them and then come up with some solutions that might improve your practice.
Scenarios:
1. After a couple of sessions you noticed that Tarik has difficulty concentrating in group activities. The
last 4 lessons you have told him to leave because he is loud and obnoxious.
2. You knew that Carly struggled with note taking, you asked the LSA to help her, but when you mark
her folder you realise Carly hasn’t made any notes for 3 weeks and didn’t show up for her exam on
Tuesday.
3. Ibrahim and Khadiza did not come back after Easter. You realise you haven't seen them for 3 weeks
and no one knows where they are.
4. You taught a lesson yesterday and while you were writing on the board you heard some boys
saying some nasty things to Tyrese. You didn’t say anything at the time and just ignored it as he can
be annoying. Now you are starting to feel a bit guilty.
5. Joanne walked out of your lesson crying after a debate about using animals in medical research.
She was very angry and had been saying that lab researchers should be shot and that she was going
to get a gun from her uncles house during the Christmas holidays.
6. You met a new boyfriend a month ago and things are going great. He lives far away so you take it in
turns to travel each weekend to see each other. The students in your class keep complaining that you
show up late to first lesson on Mondays and your department are ignoring you because you didn’t get
round to marking assignments and now grades are overdue.

28. Create a ‘super model’ of
reflection
Each group will be given a selection of
models of reflection –choose the best bits of
each and come up with your own ‘super
model’.
You will be asked to present it to the rest of
the group.

29. John Dewey basically described reflection as:
• Identifying a problem
• Thinking about answers
• Experimenting with solutions
Another way of thinking about it is:
Experience: a significant event or incident you would like to
change or improve
Describe: aspects of the incident or event, such as who was
involved, what happened.
Analyse: consider the experience deeper and ask yourself how and
why it happened.
Revise: Think about how you would do it differently if it happened
again, and try it out if you have the opportunity.
(Gravells, 2012, p.135)

30. Transformational learning
Mezirow (2000) argued that reflection could only count as learning if it had a positive output (a transformation)
Merizow argued that transformation happens when the original starting point caused a dilemma, one which needs an outcome,
or a resolution, to be realised in phases.
•A lifechanging dilemma or personal trauma such as loss of job, divorce or other forced life change
•Self-examination with feelings of fear, anger, guilt, or shame
•A critical assessment of assumptions
•Recognition that one’s discontent and the process of transformation are shared
•Exploration of options for new roles, relationships and actions
•Planning a course of action
•Acquiring knowledge and skills for implementing one’s plans
•Provisional testing of new roles
•Building competence and self-confidence in new roles and relationships
•A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
(Adapted from Mezirow, 2000, p. 22, summarised by the Open University)
NOTICE:
This does not happen quickly or easily. Neither does it happen by relying on your tutors advice or feedback.
It is a conscious, deep and independent process.
You need to actively approach the problem, taking personal responsibility, and engage in critical thinking to learn anything.

31. Schon
Schön’s (1991) Reflection in action/Reflection on action provides an additional
element by making a distinction between reflection during the event and reflection
after the event. It may be helpful to take account of the distinction between the two
during your own reflective practice.

32. Kolb

33. Gibbs

34. Prompts

36. Further reading:
Attard, K. (2012) The role of Narrative enquiry in improving professional practice. Educational Action Research. Vol. 20,
No. 1. March 2012. Pp. 161-175.
Boud, D., Keogh, R. and Walker, D. (Eds.) (1985) Reflection: Turning experience into learning. London: Kogan Page Ltd.
Bolton, G. (2001) Reflective Practice: writing and professional development. London, Sage.
De Botton, A. (2005) On Seeing and Noticing. London, Penguin pockets.
Ellis, C. (2004) The Ethnographic I. Walnut Creek, Altamira Press.
Forde, McMahon, McPhee, Patrick. (2006) Professional development: reflection and enquiry. PCP, London.
Moon, J. (2000) Reflection in learning and professional development: Theory and Practice. Routledge Falmer, London.
Moon, J. (2004) Learning Journals. London, Routledge Falmer.
Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative
research (2nd ed., pp. 923-948). Thousand Oaks, CA: Sage.
Sabbagh, K. (2009) Remembering our childhood; how memory betrays us. Oxford; New York: Oxford University Press.
Saner, E. (2013) ‘Johnny Vegas: I had no fear of death.’ The Guardian, 24th September 2013. [ONLINE] available at
www.theguardian.com/books/2013/sep/24/johnny-vegas-no-fear-death/ date accessed 26.09.2013.
Schon, D. (2009) The reflective practitioner: how professionals think in action. Ashgate, London.
Searle, J.R. (1996) The construction of social reality. London: Penguin Books.
Slezak, M. (2013) ‘The now delusion: Do past, present and future only exist in our heads?’ New Scientist, 2nd November
2013, pp34-38
Van Manen, M. (1990) Researching lived experience: Human science for action sensitive pedagogy. State University of
New York Press, Ontario; Canada.
Winter, R. Et al. (1999) Professional experience & the investigative Imagination. London, Routledge.

37. Reflective writing – a beginners guide

38. Reflective Practice Blues

39. What have you learned?
Explain the purpose of reflection
Analyse the skills required to engage in reflection, to improve
professional practice
Discuss the role of reflection as a modern professional, with some
knowledge of the historic context of reflection
Evaluate the impact of reflection
Create a supermodel of reflection