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A ‘Clean’ Approach to Facilitating Reflective Practice

Conference Paper · October 2014

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 A ‘Clean’ Approach
to
Facilitating Reflective Practice
!
Masaryk University, 22-23 Oct 2014

facilitated by

James Lawley & Penny Tompkins

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

1
 Thank you
to
Jakub Lanc and Jan Nehyba
for making our events at Masaryk University happen.

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

2
 ‘Clean’ approaches are based on the principles of
David Grove’s Clean Language.
!
They aim to minimise unintended influence on
the part of the facilitator.
!
They direct attention at a process level while not
introducing any facilitator-generated content.

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

3
 David Grove (1950-2008) developer of Clean Language

James Lawley & Penny Tompkins, 2014 4

 Clean questions aim to leave people free to
answer from their personal lexicon and from
their own way of experiencing the world.
!
To do this they need to be free from metaphors,
concepts, opinions and presupposed answers
introduced by the facilitator.

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

5
 Examples of Common Clean Questions
Identify
And how do you know [ ]?
And that's [ ] like what?

Develop Form
Relate over Time Relate over Time
And what kind of [ ] is that [ ]?
And what happens And then what happens?
And is there anything else about [ ]? or
just before [event]?
And what happens next?
And where/whereabouts is [ ]?

[ ] = a selection of the other Relate across Space

person’s exact words.
And when/as [X], what happens to [Y]?

James Lawley & Penny Tompkins, 2014 6

 A clean approach to Reflective Practice
aims to facilitate reflectors to improve their
practice by:
!
(a) enhancing the effectiveness of their reflection
and
(b) deepening their understanding of their
process of reflection and its application to their
practice (i.e. self-modelling).

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

7
 !
Highly effective Reflective Practice requires
facilitators to be able to:
!
√ recognise the multiple levels/layers and
frames/purpose involved in communication.
!
√ become skilled at purposefully directing attention.

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

8
 Take a moment to consider:
!
What is something about your
facilitating of Reflective Practice
you would like to improve?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

9
 Take a moment to consider:
!
What is something about your
facilitating of Reflective Practice
you would like to improve?

What did you do internally to

answer that question?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

10
 Part (a): On a Scale of 0 to 10,
!
How competent would you say you are at facilitating
Reflective Practice?
!
!
0 10
no skill expert
!

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

11
 Part (a): On a Scale of 0 to 10,
!
How competent would you say you are at facilitating
Reflective Practice?
!
!
0 10
no skill expert
!
Part (b):
As a group, stand in a line representing where
each person is on their 0 to 10 scale.
!
Discuss with the person next to you how you
arrived at your assessment.

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

12
 1. What have you learned from
facilitating Reflective Practice?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

13
 1. What have you learned from
facilitating Reflective Practice?

2. How did you arrive at

[your answer to number 1]?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

14
 1. What have you learned from
facilitating Reflective Practice?

2. How did you arrive at

[your answer to number 1]?

3. What difference has knowing that made?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

15
 1. What have you learned from
facilitating Reflective Practice?

2. How did you arrive at

[your answer to number 1]?

3. What difference has knowing that made?

4. How did you know

[your answer to number 3]?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

16
 !
Notice the progressive nature of this series of
questions designed to activate reflection:
!
!
1. What have you learned from facilitating Reflective
Practice?
!
2. How did you arrive at [your answer to number 1]?
!
3. What difference has knowing that made?
!
4. How did you know [your answer to number 3]?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

17
 The Lawley & Tompkins model of Reflective Practice
involves two parallel processes (each with 2 aspects):
!
External behaviour (Event)
- verbal & nonverbal
!
Internal behaviour (Experience)
- State and Strategy
!
and, 5 components:
!
1. Reflection
2. Desired Outcome
3. Plan
4. Practice
5. Feedback

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

18
 Lawley & Tompkins model of !
Effective Reflective Practice
Core reflection to enhance professional growth 49

Event (exterior)
Experience (interior)

Feedback on (4)
- external
Plan for (2) - internal
and
What if doesn’t go to plan?
Reflection on (4) and (5)

Desired Outcome for future (4)

and
Figure 1. Evidence for
The ALACT model describing success process of reflection
a structured

Gainor (2001),
James Lawley Egan Tompkins,
& Penny (2000), Havens
2014 (1986), Rice and Greenberg (1990) and 19
Vanaerschot (1990).
 !!
!
General framing questions for the Reflective
Practice facilitator to consider throughout the
facilitating process:
!
!
1. What is the context/agreement you have with the
person/group?
!
2. What do they want from your facilitating?
!
3. Where would it be useful for their attention to go?
(CLUE: Listen to, and make use of, their metaphors)
!
4. What clean question will likely facilitate that?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

20
 Questions for the five stages of the Lawley-Tompkins Reflective Practice model -
created by the Masaryk University workshop participants:

4 Describing the EVENT Is there an event you would like to reflect on?
(exterior) and What was happening at the time? What was on your mind when […]?
EXPERIENCE (interior) What did you do/say? What did others do/say?
What happened next? What happened just before […]?
What was happening for you at that time? What were you thinking and feeling?
What expectations/plans did you have? What were you trying to achieve at the time?

5 - Noting FEEDBACK about How do you know […] happened?

(4) external and internal How do you assess what happened?
How did others react when […]? What did they say about it afterwards?
What do you think they made of what happened?

1 - REFLECTING on What does that mean for you?

(4) and (5) What was most important about it?
For you, the whole event was like what?
What can you learn from what happened?
How do you feel now about the feedback?
What difference does knowing this make?

2a Deciding a DESIRED When […] happened, how would you have liked to have responded?
OUTCOME So when […] was a problem, what would you like to have happen in future?
Is there anything else about [desired outcome]?
When [desired outcome], then what happens?

2b Defining EVIDENCE OF How will you know when [desired outcome] has happened?
SUCCESS What is happening when you are [in desired outcome state]?
When you [desired outcome], what happens to [frame/purpose for reflecting]?
Then what will happen to [problem state]?

3a PLANNING for (2) When you want [...], what needs to happen for that to happen?
How will [desired outcome] happen?
What might you say/do [in desired outcome context]?

3b What if it doesn’t go to What can you do if [desired outcome] doesn't happen?

plan? What will happen if your plan doesn't work?

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

21
 Lawley-Tompkins model of Reflective Practice
compared to two other models
KOLB equivalent:
!
1a What happened? (External) Active Experimentation
1b. What was experienced? (Internal) Concrete Experience
!
1c. What meaning is given to 1a & 1b? Reflective Observation
1d. How is that arrived at?
!
1e What is concluded/learned? Abstract Conceptualisation
1f How is 1a & 1b evaluated?
———————- DILTS’ Disney Strategy
equivalent:
2a. What outcome is desired in the future?
2b. What evidence (feedback) will be used Dreamer
to monitor improvement?
!
3a. What is the plan? Realist
3b. How and when will it happen?
!
3c. What might prevent the plan from working? Critic
3d. What can be done about that in advance?
——————-
4. Practice (Exterior & Interior)
——————-
5 FEEDBACK (External and Internal)

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

22
 A model for understanding Reflective Practice:!
Perceiver-Perceived-Relationship-Context (PPRC)

Perceiver

Relationship

}
Perceived

Context

Context

James Lawley & Penny Tompkins, 2014 23

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 1a

Perceiver
(Pupil)

Relationsh
ip

Perceived

}
(Subject)

Context
(Learning)

James Lawley & Penny Tompkins, 2014 24

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 1r

Reflector
(Pupil)

Relationsh Practice
ip
(Learning)

}
Context
(Reflecting on their learning)

James Lawley & Penny Tompkins, 2014 25

 Applying the Perceiver-Perceived-Relationship-Context model to
Reflective Practice - Levels 1a and 1r

James Lawley & Penny Tompkins, 2014 26

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 2a

Perceiver
(Teacher)
Perceived
(Pupil learning)
Relationsh
ip

}
Context
(Teaching a subject)

James Lawley & Penny Tompkins, 2014 27

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 2b

Perceiver
(Teacher)

Perceived
(Reflective Learning)
Relationsh
ip

}
Context
(Teaching Reflective Learning)

James Lawley & Penny Tompkins, 2014 28

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 2r

Reflector
(Teacher)

Practice
(Teaching)
Relationsh
ip

}
Context
(Reflecting on their teaching)

James Lawley & Penny Tompkins, 2014 29

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 2a, 2b and 2r

James Lawley & Penny Tompkins, 2014 30

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 3a

Perceiver
(Facilitator)

Perceived
Relationsh (Teacher teaching RP)
ip

}
Context
(Facilitating teaching of Reflective Learning)

James Lawley & Penny Tompkins, 2014 31

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 3b

Perceiver
(Facilitator)
Perceived
(Teacher’s
Reflective Practice)
Relationsh
ip

}
Context
(Facilitating Teacher’s Reflective Practice)

James Lawley & Penny Tompkins, 2014 32

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Level 3r

Reflector
(Facilitator)
Practice
(Facilitating
Reflective Practice)
Relationsh
ip

}
Context
(Reflecting on facilitating Reflective Practice)

James Lawley & Penny Tompkins, 2014 33

Applying the Perceiver-Perceived-Relationship-Context model
to Reflective Practice - Levels 3a, 3b and 3r

James Lawley & Penny Tompkins, 2014 34

 Gregory Bateson’s Levels applied to Reflective Practice (RP)
LEVELS PRACTICE REFLECTION

Lawley & Tompkins - Facilitators Lawley & Tompkins - their coaching

4

(4a) coaching (3a) facilitating (2b) teaching of RP (4r) own Reflective Practice (on 4a 4b 4c)
(4b) coaching (3b) facilitating (2r) Teachers’ RP
(4c) coaching (3r) Facilitators’s RP
———————————————————————————————-———————-
Facilitator - Teachers* Facilitator - their facilitating
3

(3a) facilitating (2b) teaching of Reflective Learning (3r) own Reflective Practice (on 3a & 3b)
(3b) facilitating (2r) Teachers’ Reflective Practice
———————————————————————————————-———————-
Teacher - Pupil ` Teacher - their teaching
2

(2a) teaching (1a) subject (2r) own Reflective Practice (on 2a & 2b)
(2b) teaching (1r) Pupils’ Reflective Learning
———————————————————————————————-———————-
Pupil - subject Pupil - their learning
1

(1a) learning (in class & on own) (1r) own Reflective Learning (on 1a)
!
NOTES:
PURPLE is all that can actually happen during this workshop.
BLUE can be simulated during training exercises.
* At level 3, Facilitators facilitating Teachers’ teaching of a subject has been omitted.

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

35
 On a Scale of 0 to 10,
!
How competent would you now say you
are at facilitating Reflective Practice?
!
!
0 10
no skill expert
!

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

36
 Clean Resources
Online at cleanlanguage.co.uk
✴ 200 articles about Symbolic Modelling, Clean Language, the work of David Grove and NLP.
✴ e-groups: Clean Language Discussion Group (Facebook), Clean Language Facilitators in Business (LinkedIn)
Clean Language & Symbolic Modelling Research Group (LinkedIn)
Books
Resolving Traumatic Memories: Metaphors and Symbols in Psychotherapy (1989) David Grove and Basil Panzer
!
Metaphors in Mind: Transformation through Symbolic Modelling (2000) James Lawley and Penny Tompkins
!
Clean Language: Revealing Metaphors and Opening Minds (2008) Wendy Sullivan and Judy Rees
!
The Power of Six: A Six Part Guide to Self Knowledge (2009) Philip Harland
!
Trust Me I’m the Patient: Clean Language, Metaphor, and the New Psychology of Change (2012) Philip Harland
!
The Five-Minute Coach: Improve performance - rapidly (2012) Lynne Cooper and Mariette Castellino
!
Mining Your Client's Metaphors : A How-To Workbook on Clean Language and Symbolic Modeling, Basics Part I:
Facilitating Clarity (2012) & Part Two: Facilitating Change (2013) Gina Campbell
!
Clean Approaches for Coaches: How to create conditions for change using Clean Language and Symbolic Modelling
(2013) Marian Way
!
From Contempt To Curiosity: Creating the Conditions for Groups to Collaborate using Clean Language and Systemic
Modelling (2014), Caitlin Walker
!
DVDs
“A Strange and Strong Sensation”, Symbolic Modelling - Change with Metaphor (2003) Penny Tompkins and
James Lawley
An Introduction to Clean Language and Systemic Modelling (2008) Caitlin Walker
Clean Language Training Modules 1 to 4 (2010) Wendy Sullivan

James Lawley & Penny Tompkins, 2014, cleanlanguage.co.uk

37
James Lawley & Penny Tompkins, 2014 38
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