![]() Reflection-on-action is what occurs when you consider the activity again.Your reflection-in-action allows you to observe a situation, consider why it is happening, and respond by doing it differently. Reflection-in-action refers to the quick thinking and reactions that occur as you are engaged in an activity.Schön (1983) expanded this to include two aspects: reflection-in-action and reflection-on-action. Dewey (1910) said that reflective practice ‘enables us to direct our actions with foresight … it enables us to know what we are about when we act’. The term derives from the works of Dewey and Schön. It is a process where the ‘reflective practitioner’ stops to think about their practice, consciously analyses their decision-making, draws on theory and evidence, and relates this to what they do in practice. ‘Reflective practice’ is widely considered to be important for professional development and vocational learning. ![]() This type of ‘higher-order’ thinking can be developed through practice, but it involves understanding, internalising and applying some key concepts to evaluate your own learning. An individual who engages in reflective thinking will question their own assumptions and understanding, and think about issues from a variety of perspectives. ‘Analysis’ in this context is the process of breaking a complex topic into smaller parts to gain a better understanding of it, and ‘critiquing’ involves a questioning approach to knowledge, checking assumptions. It is a process that allows you to make meaning of an experience, involves analytic and critiquing elements, and can be articulated through spoken, written or other forms of expression. Reflective thinking explores different reasons for, considers the potential implications of, and is influenced by an individual’s attitudes or practices. We explore reflective thinking in this session, and will discuss critical thinking and critical analysis separately in Sessions 3 and 4. They are active, structured, and systematic processes that denote levels of thinking beyond other activities that you might engage with day to day. As forms of reflective enquiry, ‘reflective thinking’ and ‘critical thinking’ are certainly closely linked. It credits the originator and ensures that your work is ethical, and based on research and is therefore stronger than mere opinion or conjecture.You may find that the terms ‘reflective thinking’ and ‘critical thinking’ are sometimes used interchangeably in the literature. Always acknowledge the original source of information whenever possible. This is general good practice at uni, but also in your life and career as well. When you discuss how theories and concepts you’ve learned about in the unit apply to the thing you’re reflecting on, you will need to cite and reference those key concepts. Reflective writing requires you to show that you can evaluate what you read, think, and do, by acknowledging a range of viewpoints and possibilities from the research and reading you have done. The person grading your work is looking for proof of learning from you, so it is very important that you don’t just describe what happened, but also provide analysis of how your observations or experience relate to the theory and learning from the unit. your own past experiences as a learner, or your observations from teaching rounds – and link these with the theoretical learning in your subject. Reflective writing encourages you to make observations about your experiences and beliefs – e.g. ![]() Follow this with body paragraphs that clearly state their topics/purposes, and a concluding section that sums up how the essay has achieved its stated purpose, and any final observations or ‘big picture’ comments. Start with an introductory section orienting your reader to the topic, your purpose for writing and outlining the structure you’ll use to achieve that stated purpose. Make sure you have a carefully thought out plan to achieve the essay’s goals as outlined in the instructions. Reflective essays require careful planning and strategic structure to achieve their aims. For that reason it’s fine to make those elements personal. Reflective tasks are asking about your feelings, thoughts and observations. It’s generally OK to be subjective, and use words like ‘I’ and ‘me’ in reflective writing.
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