WRITING REFLECTIVE JOURNALS
How to make sense of your field study experiences
Introduction and aims of session
To explore the idea of reflection To outline and discuss some
theories of reflection To reflect on experience and
explore the idea of writing reflectively
What is reflection?
Definition:"The process of internally examining and
exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective"
(Boyd, E. & Fales A.(1983) Reflecting learning: key to learning from experience. J. of Humanistic Psychology 23: (2): 99–117.
What is reflection?
Learning from experience: means of processing experience and using it to promote learning
Thinking systematically about past and present events/incidents and your role in them
Forming generalisations/theories A way of linking theory and practice
Gibbs’s Reflective Cycle (1988)
Description Feelings Evaluation Analysis Conclusion Action Plan
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Description
Where was I? Who else was there? Why was I there? What was I doing? What happened?
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Feelings
How was I feeling at the beginning? What was I thinking about? What did other people’s actions
make me think / feel? How did I feel about the outcome? What do I think about it now?
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Evaluation
What was good about the experience for me, the patient, others?
What was bad about the experience for me, the patient, for others?
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Analysis
‘Breaking it down’ What did I do well / not so well? What did others do well? Did it go as expected? Why / why not? What theory / research helps me
understand the experience?
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Conclusion
Could I have done anything differently?
What are the key things I have learned from this incident - about me, my performance, others and their performance?
Can this be evidence of achievement of placement outcomes / competencies?
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Action Plan
What would I do in a similar situation in the future?
What aspects of my knowledge / skills could I develop?
How will I do this? What goals can I set myself for the
future? What outcomes / competencies do I
need to focus on now?
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The What? Model of structured reflection (Driscoll 2000)
What…. ..is the purpose of returning to this
situation? ..happened? ..did I see / do? ..was my reaction? ..did other people do?
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So What? How did I feel? How did these compare with other
people’s feelings? Do I still feel the same? What were the effects of my actions? What are the positive aspects? What have I noticed about my practice? What have other people noticed about
my practice?
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Now what?
What are the implications of this analysis – for me and others?
What if I do nothing? What information / skills would I need to
cope with similar experiences? What help would I need to acquire these? What is the main learning from this
experience and reflection? Is this evidence of achievement of
placement outcomes / competencies?
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Basic things to put in place to be successful
Experiment with different approaches until you find one that ‘fits’
Commit to giving time to reflection in whatever form you choose. See it as an essential aspect to your practice rather than an ‘add on’.
Start small and work up to the big issues Be open to new ideas and new ways of
thinking Be willing to challenge your assumptions and
practices
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Reflective writing
Helps you learn from experience
Helps you build on your expertise
Developing your expertise is an important aspect of evidence based practice
Reflective writing can be used as evidence to include in your portfolio to help you achieve your placement outcomes
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Boud’s model
Returning to experience Attending to feelings: utilizing positive
feelings and removing negative feelings Re-evaluating experience: changing
perception/interpretation of the event Application of new learning in new situation
Boud D, Cohen R and Walker D (1985) Reflection: turning experience into learning. London: Kogan Page
Contexts of reflection
Internal factorse.g. your feelings, your emotions around the event
External factorse.g. the environment, other people involved, social factors such as power differentials
Outcomes of reflection
Particular: Clarification of an issue Development of a skill Problem solving Increased self-confidence
Outcomes of reflection
General: New perspectives on experience Changes in behaviour Readiness for action
B a s i c s i n a B o x
Reflective Essay at a Glance
RUBRIC Standards for WritingA successful reflective essay should• be written in the first person
• describe an important experience in your life or in the life of someone you admire
• use figurative language, dialogue, sensory details, or other techniques to re-create the experience for the reader
• explain the significance of the event
• make an observation about life based on the experience
• encourage readers to think about the significance of the experience in light of their own lives
Activity 1 Reflecting on experience
In pairs: One person to act as the `storyteller’, the other as the listener/note taker
Stage 1: Storyteller to think of an event or
incident in your last placement which challenged you
Describe the incident briefly to your partner
Partner to make brief notes
Activity 1 Reflecting on experience
Stage 2: Partner to question storyteller about their experience
What happened? What went well, and why? What went less well, and why? What would I do (differently) next
time? What insights have I gained from the
experience?
Activity 1 Reflecting on experience
Stage 3: Writing reflectively Together write a short (no more
than 1 side A4) reflective account of the incident
Use a reflective model to underpin your account
Weight your account in favour of analysis rather than description
Activity 1 Reflecting on experience
Stage 4: Feedback to group
What have you learned?
About the process of reflection? About yourself? About writing reflectively
Summary: Writing reflexively for academic purposes
Writing in the first person: not simple storytelling or description, but reflecting on your experience in relation to academic literature.
Standing back from the original experience and analyzing it as an `outsider’ – what insights have you gained?
Writing reflexively for academic purposes
Balance of description and reflection: how much description of case/patient and how much reflection on your role
Incorporating theory: how is your practice underpinned by theory?
Using learning journals/reflective diaries to aid reflection
General Guidelines
For written: Short bond paper Calibri, font 12, double space Minimum of 2 pages, max of 5 Heading:
Name and Section Entry Number and Title
JOURNAL TOPICS
No. 1 – Readiness as A Teacher No. 2 – Prior Observation of Learners No. 3 – Lesson Planning No. 4 – Lesson Preparation (IM, Help
from the CT, Working with groupmates)
No. 5 – Execution of Lesson Plan (Video Journal)