Reflective Practice
Reflection is seen as the actual process that turns experience into learning. Boud, one of the many reflective writers, said that reflection is what we call the mental activity used to enable learning. Therefore it can be said that for learning to take place you need to engage in critical reflection.
From this reflection you can then begin to identify significant experiences that have the potential to be turned into learning. Furthermore, by learning how to engage in critical reflection and documenting it, you will be able to provide portfolio evidence that you are keeping up to date with practice. The IIRRT CPD Officer has developed this form which can be downloaded by members and used for such activity.
It would appear then that learning and reflective practice are inextricably linked.
The IIRRT CPD officer has prepared a presentation on “Reflective Practice – An Introduction” which can be downloaded here.
On completion of the presentation, you will have acquired knowledge on
- how to reflect critically on your practice
- the need to identify significant experiences
- that have the potential to be turned into learning
- the value of using a template devised by one of the reflective practitioners
- one method of documenting your reflection as evidence for your CPD portfolio
- why it is important to document reflection
Reflective writing is evidence of reflective thinking. Reflective thinking usually involves:
- Looking back at something (often an event, i.e. something that happened, but it could also be an idea or object).
- Analysing the event or idea (thinking in depth and from different perspectives, and trying to explain, often with reference to a model or theory from your subject).
- Thinking carefully about what the event or idea means for you and your ongoing progress as a learner and/or practising professional.
Reflective writing is thus more personal than other kinds of academic writing. We all think reflectively in everyday life, of course, but perhaps not to the same depth as that expected in good reflective writing.
Vocabulary aid
The following are just a few suggestions for words and phrases that might be useful in reflective writing. Using any of these words and phrases will not in itself make you a good reflective writer, of course! The vocabulary aid is structured according to the three-part analysis.
1. Description (the short bit!)
We are not suggesting specific vocabulary for any descriptive elements of your reflective writing, because the range of possible events, ideas or objects on which you might be required to reflect is so great. Events, of course, are nearly always described using the past tense.
2. Interpretation (probably the most important bit)
For me, the [most] important idea(s)……
element(s)
meaningful experience(s) was (were)…
significant issue(s)
relevant
useful arose from…
learning happened when…
resulted from…
Previously, I
thought (did not think)…
At the time, I felt (did not feel)…
At first I knew (did not know)…
Initially, noticed (did not notice)…
Subsequently, I questioned (did not question)…
Later, realised (did not realise)…
[Alternatively,] [Equally,] This might be because of…
is perhaps due to…
could be explained by…
is probably related to…
This is similar to…
because…
is unlike…
[Un]Like… this reveals…
demonstrates…
3. Outcome
Having read…
I now feel…
experienced… think…
applied… realise…
discussed… wonder…
analysed… question…
learned… know…
[Additionally,]
[Furthermore,] I have learned that…
[Most importantly,]
I have significantly developed / improved my skills in…
slightly my understanding of…
my knowledge of…
However, I have not [sufficiently] my ability to…
This means that…
This makes me feel…
This knowledge is essential
to me as a learner [because…]
to me as a practitioner [because…]
This understanding could be important
This skill will be useful
Because I did not…
I will now need to…
have not yet…
am not yet certain about…
am not yet confident about…
do not yet know…
do not yet understand…