Why do you think reflective practice is important or trainers?

What is the research behind reflective practice?

Use the link to help you: Getting started with Reflective Practice (cambridge-community.org.uk)

Reflective practice is important for trainers as it allows us to identify the methods we are using and consider; does this work for learners? what adaptations may we need to consider? Is this effective?

The research behind reflective practice is that their is may different models but the foundation that they are all built of is to get the best possible results for trainers and learners. This is used a lot when considering what is working, what isn't working what needs changing?

It's a continuous cycle of TEACH - SELF ASSESS - CONSIDER - PRACTISE.

Reference-

Getting started with Reflective Practice

1 - Autobiographical lens:

Making connection with your own experiences, conditioning and feelings. Thinking about if one's own feelings and experiences have caused certain results and if it could have resulted differently.

2 - Students' views:

Try to put yourself in your students' shoes and view the given situation from their point of view. Think about what was your own experience in the same situation.

3. - Colleagues' view:

   This includes your coworkers' view point and consider what they would have done and could have felt.

4. - Theoretical lens:

   The knowledge of different reflection types result in different ways. It is important to be aware of the other 3 theories of reflection (Schon, Gibbs and Kolb) .This will help the learner to think of a new step to include in their reflection.

Stage 1 - Concrete experiences

Included in this stage is where the individual must have the experience.

Stage 2 - Reflection observation .

In this stage it looks at an individual reflecting on the experience which they have had through considering what went well, areas of development and considering the effectiveness of their approach.

Stage 3 - Abstract conceptualisation

During this stage individuals will consider three key points of;

• what they have done

• what they already know

• what they need to learn

From this the trainer will then complete any research required to help with supporting the understanding. Following on from this the trainer can then put their plan in to action with the appropriate modification they have decided on based on the research and reflection they have done.

Stage 4 - Active experimentation

This is the final stage in the process of Kolbs theory. This is where the trainer considers how they are going to put into practice the learning that they have completed. They will use this process to test any future ideas. 'The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching'.

referenced from: Getting started with Reflective Practice

Reflection IN action - where the practitioner makes decisions during the experience and adapt as they go.

Reflection ON action - where the practitioner reflects fully after the experience has occurred.

In my experience Schon's reflective model is an easier one to follow however it is down to the individual practitioner to actively do. Often sometimes reflection is not done after an experience but during it - which I feel is most appropriate for Early Years practitioners. As an assessor I have used ON action and IN action.

Some believe it is a beneficial model of reflection as it no longer has to be retrospective but can be a deeper learning experience as well as saving time.

Some have labelled the model as having disadvantages - that being that in-action reflection can take the practitioners attention away from the task at hand. Also, that it is not a self contained reflective model and needs to be used in conjunction with other models of reflection. "Schön’s work is not a model of reflection in itself but can enrich the process of reflection using existing models" -

source

Schön’s Model of Reflection – StudyPrism

Shadowing

Supervisions/appraisals

Team meetings

Online webinars

It worked well when we needed to complete our own research, it sped up the process.

In reflection, we could have communicated more to make sure everyone understood the tasks and in case one of us was unsure. I think it was a good decision to complete some of the tasks individually and not as a group, there was more individual and personal contribution.

• Concrete Experience: The experience was to work as a group and answer the boxes that have been set on Padlet.

• Reflective Observation: I think it went well as I have a lot of prior knowledge on reflective models from my PGCE last year and I also used padlet before so when discussing how it works I was able to share some ideas. We were also able to divide tasks out as a team. we did a lot individually but also came back together to discuss some findings.

• Abstract Conceptualisation: From this experience I was able to draw knowledge from previous experiences as I have looked deeply into reflective cycles with my PGCE.

• Active Experimentation: I intend to apply what I've learned into my practice when completing learning journals and planning for learners.