Reflective Work – Some Further Guidance

What is Reflection?

Deeper and longer lasting learning is developed through personal reflection

and self-appraisal - questioning is the essence of reflection. Thus you should
question what you have learned throughout the module – both in session,
case analysis in lectures and other session-related activities. Successful
reflection enables self-awareness, personal and professional growth and
improved evaluative skills. Reflection compliments lifelong learning and
professional development by helping us realize why the successes succeed
and the failures fail, providing a catalyst for educational change.

What is the purpose of reflection?

Research suggests that the process of reflection causes deeper and longer
lasting learning. It is through this process of critical reflection that students
are able to identify their personal growth, reformulate personal goals and
beliefs, and clarify their development in a meaning manner that can be used
to inform future directions/ action.

What will I reflect on?

You will be reflecting on your experiences within the framework of the module
content and activities that you will undertake. You should seek to make the
connections between what you have learned and the process of discussing
and debating in the context outlined above, and the impacts on your personal
and professional development.

Ultimately, the reflection process should help in understanding…

 What you contributed and what you gained from others’ contributions
 What debates there were, what changes occurred in your thinking and
how you changed others’ perspectives
 How you approached discussions and debates and how you feel this
went well/ might be adapted.
 What learning and growth has occurred
 What frustrations there were and how you dealt with them (for good or
ill)
 How you would likely change your approach/ practice in the future

Additional questions you may wish to address

 What pattern(s) did I observe?

 What happened when I tried something new?
 Why a specific event/ ‘happening’ occurred?
 Why do I feel ‘X’ way about an event and will it matter?
 If this event should happen again, how will I react?
 Did I have an “aha” moment?
  Why am I having a déjà vu moment?
 Did I consider an alternative perspective? Why or why not?
 Do I have a theory about why my approach worked/ didn’t work?
 What have I learned that is causing me to interact differently?
 What new behaviors I plan on taking for the purpose of what action?
 What skill set do I offer the group processes?
 What skills need to be addressed in the group?

Markers will be looking for the following:

 Originality of ideas and insights

 Perceptiveness and intellectual honesty
 Range of issues discussed
 Logic and rigour of reflection
 Objectivity and breadth of perspective
 Overall structure and integration
 Quality of written English and presentation of document

In detail, I would expect that…

…Advanced responses to the task will show that the writer…

 Consistently utilises appropriate language and writing styles to be

convincing.
 Demonstrates depth of thought.
 Demonstrates depth of thought through use of comparison and imagery.
 Reveals feelings and thoughts through presentation of the experience.
 Leads the reader to understand the key ideas underlying the reflection
through use of specific detail.
 Shows depth of insight through a well-written synthesis of ideas and an
effective conclusion.

…Good responses to the task will show that the writer…

 Consistently utilises appropriate language and writing styles to be

convincing.
 Effectively focuses on experiences and observations.
 Is thoughtful and exploratory.
 Reveals a connection between the subject and the experience(s).
 Analyzes the experience by looking at more than one angle.
 Utilises personal and general reflections.
 Uses specific, concrete details to make the reflection clear to the reader.
 Achieves unity through a natural progression of ideas.
…Poor responses to the task will show that the writer…

 Uses only simple, generic language, has lapses in coherence and/ or has
the tendency to digress
 Uses concrete detail but is limited to flimsy generalizations.
 Talks too much about the self with limited relation to the experience.

…Unacceptable responses to the task will show that the writer…

 Assumes experience that prompted reflection is implicit in the response

 Uses only simple, obvious statements.
 Does not have coherence/ is dis-organised in writing.
 Does not relate the experience to reflection.
 Does not attempt to elaborate ideas or elaborates only through repetition
of the initial statement.