The Reflection As A Tool For Learning From Experience

Effective reflection helps the practitioner to see the situation from an outsider's perspective, so that they can develop a better way to respond to a similar scenario in the future. Reflection is meant to achieve a change in practice, rather than simply repeating the same mistakes (Schon, 1983). Many different models exist for structuring the reflective process. Regardless of the framework used, the reflection models are meant to accomplish three things. They are supposed to promote reflecting on events, self-evaluation and analysis, and a plan to change actions in the future. This Reflective essay will utilize Driscoll's 'The What?' model as its structure (Driscoll, 1994). This model has three components"

September 29,2017: I was super nervous and excited today, this was the day that I had been long wait for. Today I went to go ask if I could do my student observation hours at Vermont. When I went I was confused because everyone in the office was telling me to go to different places and I was told to go and return the next day. I was told that the Vice Principal had to assign me a classroom and that she was not there today.

making Practice-Based Learning work Reflection on PRACTICE A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Author Patricia McClure School of Health Sciences, University of Ulster www.practicebasedlearning.org contents Reflection on Practice 02

The aim of this assignment is to give a reflective account on group presentation and the peer assessment process as well as the development of a personal action plan. It would involve using ‘The What? Model of Structured Reflection’ (Driscoll 2007) to analyse the experience of using a group designed assessment tool to assess my peers and the experience of being peer assessed. Additionally, experience of completing a group presentation would be reflected upon. A personal action plan which identifies areas for personal development and the designed assessment tool is attached as appendix 1 and 2 respectively.

Individually, we reflect on things we have done in other to improve our ideas. Personal development is a way we as individuals reflect, assess and review our strength and weakness in other to set life purposes which attain and maximise our potentials. In everyday speech, Reflection can often be overlapped with reviewing in relation to common sense but according to the RCN (2017), “reflection is a conscious effort to think about an activity or incident that allows us to consider what was positive or challenging and if appropriate plan might be enhanced, improved or done differently on future”. Kottkamp (1990) described reflection as “a cycle of paying deliberate attention to owns actions in relation to intentions…for expanding one’s views and making choices about improved ways of acting in the future, or during the action itself” (p. 182). Schon (1983) in his book “The Reflective Practitioner” suggested that there are two types of reflection we are involved in regarding an experience. He described these 2 sections of reflection as ‘reflection in action’ and ‘reflection on action’. Reflection in action is a process required by professionals to assess and observe their own experience in practice as they occur while reflection on action has been described as a process used to review, examine, explore and evaluate their previous practices with an insight aim to improve their future practices. In relation to professional development, reflection is important to nursing in the sense that it helps detect areas for development which helps improve their skills and to learn from their past experiences whereby it provides the best suitable solution for the future experiences. (RCN 2017, Kottkamp 1990, Finlay 2008, life Coach Directory 2017, Schon 1983).

A load of research has been done on learning and reflective practice and its effectiveness on the practitioners and one of the first people to research reflective Practice was Donald Schon in his book “The Reflective Practitioner” in 1983. Schon was an influential writer on reflection and had two main ways of identifying reflection and they were reflection in action and reflection on action.

There are a number of approaches to reflective practice. This is to ensure that learning practices are fully evaluated and not just based on thinking alone. These practices include:

1. Understand the application of theories, principles and models of reflective practice to continuing personal and professional development

The idea of reflective practice in an academic context however is new to me, and I did feel lost at first. Now I can see how reflecting on my own learning and experiences has helped me to see where I have improved week on week and I think that as a result, my confidence has improved and I am able to contribute more in class, I have more confidence in my ability to teach and I feel that as a result I am learning more. The process or reflection, evaluation and adaptation is truly a cyclic one.

Kolb (1984) suggested that reflection plays a key role in transforming experience into knowledge. It has been suggested that reflection is a fundamental process for learning as a development; rather than merely the ability to retain information (Reynolds, 1998). Schon (1983) suggested critical reflection as a strategy for developing from practice to solve complicated or difficult situations, that require problem solving and a degree of “artistry” Schon (1983). Schon (1983) was one of the first theorists to look at reflection in terms of reflective practice. Moon (1999) defines reflective practice as "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind." Essentially, this is a readiness to continuously analysis and review practice.

Critical reflection is the active, organised cognitive process used to carefully examine ones thinking and the thinking of others. It draws upon skills used in other ways of thinking, but is viewed as a broader concept that’s differentiated by its holistic, purposeful, reflective and goal orientated nature. Critical thinking is central to quality nursing practice. It is therefore important that nurses purposefully use and develop their critical thinking ability in order to deliver safe and effective patient care. This essay looks first at the theory and practices of reflection along with its benefits are discussed. It then identifies consequences of not being a reflective practitioner. Finally, it discusses methods by which nurses can

There are two essential forms of reflection: reflection-on-action and reflection-in-action (Bulman & Schutz, 2013). Understanding the differences between these forms of reflection is substantial. It will assist the nurses in realizing a range of techniques they can be used in improving their personal and professional capabilities. Reflection-on-action Reflection-on-action is the most common form of reflection. It is the act of making sense of each new situation as it occurs by using personal knowledge and making a plan of action, using that plan and altering it as necessary (Kumar, 2011).

I decided to focus on three areas that I am passionate about for my practicum reflection; AdvancED continuous improvement, multi-tiered system of support (MTSS) and relationships. All three of these areas have an emphasis on the importance of a positive culture, building strong relationships with colleagues and students and implementing best practices that foster growth in our school. I am grateful to be able to continue learning with and from colleagues from around our state as well as within my own school system and look forward to every opportunity to have great conversations to benefit our kiddos. I will continue to be involved in each of these three areas and work to apply what I have learned daily with my colleagues and students.

Reflection is considered as a vital element of professional practice as it precedes to insight and then subsequent change in practice. The hypothesis of reflection is not new as it can be tracked as far back in the 5th century by the influential Greek philosopher, Socrates and to the 1930s primarily focusing on John Dewey’s work. Dewey is one of the founders of learning from experience. He theorised reflection as ‘active, persistent and careful consideration’ (Dewey, 1933) initiated by a specific situation which was opposing, perplexing or uncertain. One of its most common use today is coming up with a thought, an idea, or opinion made or an observation made as a result of concentration, suggesting in essence a way of thinking in which one looks back and meditate upon (Agnes, 2004).

In today’s competitive world, people are expected to be highly effective and efficient. They need specific skills and knowledge for their education or work purposes. This has enforced various skill enhancement programs proposed by fraternity all over the world.