Some Of The Models And Frameworks For Reflection Education Essay

Some Of The Models And frameworks For coefficient of reflection Education Es advanceHaving established the need for experiential pick outledge that arises out of manifestation, this waiver is exploring some of the models structures and frameworks that coffin nail facilitate the reflective process.However, before we explore these frameworks some important distinctions ar needed to be made about different types of reflection.Edgar Schon, an powerful writer on reflection, described reflection in two main ways reflection in action and reflection on action. Reflection on action is looking back after the event whilst reflection in action is happening during the event. To complicate matters t here(predicate) are different interpretations of reflection on action. Lets now explore these terms.Reflection in action meansTo think about what one is doing whilst one is doing it it is typically stimulated by surprise, by something which dumbfound the practitioner concerned(Greenwood, 1993) .Reflection in action allows the practitioner to redesign what he/ she is doing whilst he/she is doing it. This is commonly associated with received practitioners. However, it is much neglected.Reflection on action is be asThe retrospective contemplation of practice undertaken in order to uncover the familiarity used in practical situations, by analysing and interpreting the information recalled (Fitzgerald, 1994pp67)We can count on here that reflection on action involves turning information into association, by conducting a cognitive post mortem.Alternatively Boyd Fales suggest reflection on action isThe process of creating and clarifying the meanings of dates in terms of self in relation to both self and world. The event of this process is changed conceptual perspectives (Boyd Fales, 1983pp101)We see here that Boyd and Fales focus more on self development. here refection does not only add to our knowledge but challenges the concepts and theories we hold. Furthermore as a result we dont see more, we see differently.Atkins and Murphy (1994) take this idea one step further and suggest that for reflection to make a real difference to practice we remark this with a commitment to action as a result.The problems with these views of reflection on action are that they do not take account of the importance of reflection before action.This is when we plan out before we act what we want to do.So what start out we learnt about reflection? It can best be seen asReflection before actionReflection in actionReflection after action.Now lets see which frameworks best support these approaches.Gibbs Framework for Reflection (Linked with the event skills of reflection) correspond 1 Description of the eventDescribe in detail the event you are reflecting on.Include e.g. where were you who else was there why were you there what were you doing what were other people doing what was the setting of the event what happened what was your part in this what parts did the other people play what was the result. point in time 2 Feelings and Thoughts ( ego awareness)At this stage, try to recall and explore those things that were going on inside your head. IncludeHow you were receiveing when the event started?What you were thinking about at the time?How did it make you feel?How did other people make you feel?How did you feel about the outcome of the event?What do you think about it now?Stage 3 EvaluationTry to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or what did or didnt go so wellStage 4 AnalysisBreak the event down into its component parts so they can be explored separately. You may need to ask more precise questions about the answers to the last stage. IncludeWhat went well?What did you do well?What did others do well?What went wrong or did not turn out how it should have do?In what way did you or others contribute to this?Stage 5 Conclusion (Synthesis)This di ffers from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other peoples behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently.Stage 6 Action castDuring this stage you should think yourself forward into encountering the event again and to plan what you would do would you act differently or would you be likely to do the same?Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycleGibbs model incorporates all the core skills of reflection. Arguably it is focused on reflection on action, but with practice it could be used to focus on reflection in and before action.Bortons (1970) Framework Guiding Reflective ActivitiesWhat?So What?Now what?This is the descriptionand self awarenesslevel and all questions start with the word whatThis is the level of analysisand evaluation when we look deeper at what was behind the experience.This is the level of synthesis.Here we signifier on the previous levels these questions to enable us to consider alternative courses of action and choose what we are going to do next.ExamplesWhat happened?What did I do?What did other do?What was I trying to come across?What was good or bad about the experiencesExamplesSo what is the importance of this?So what more do I need to know about this?So what have I learnt about thisExamplesNow what could I do?Now what do I need to do?Now what cogency I do?Now what might be the con sequences of this action?Bortons model incorporates all the core skills of reflection. Arguably it is focused on reflection on action, but with practice it could be used to focus on reflection in and before action.Johns Model of Structured RefectionChris Johns (1994 1995) model arose from his work in the Burford Nursing maturement Unit in the early 1990s. He envisaged this model as being used within a process of guided reflection. His focus was about stripping and making explicit the knowledge that we use in our practice. He adopted some earlier work by Carper (1978) who looked at ways of wise to(p) in nursing.Ways of knowingCuesAesthetics the art of what we do, our own experiencesWhat was I trying to achieve?Why did I respond as I did?What were the consequences of that for the longanimous? Others? Myself?How was this person (people) feeling?How did I Know this?Personal self awarenessHow did I feel in this situation?What internal factors were influencing me?Ethics moral knowl edgeHow did my actions match my beliefs?What factors made me act in an incongruent way?Empirics scientificWhat knowledge did or should have informed me?The framework uses five cue questions which are then divided into more focuses to promote detailed reflection.Cue Questions1. Description of the experiencePhenomenon describe the here and now experienceCasual what essential factors contributed to this experience?Context what are the significant background factors to this experience?Clarifying what are the key processes for reflection in this experience?2. ReflectionWhat was I trying to achieve?Why did I intervene as I did?What were the consequences of my actions forMyself?The longanimous / family?The people I work with?How did I feel about this experience when it was happening?How did the patient feel about it?How do I know how the patient felt about it?3. Influencing factorsWhat internal factors influenced my decision making?What external factors influenced my decision makin g?What sources of knowledge did / should have influenced my decision making?4. Evaluation Could I have dealt with the situation better?What other choices did I have?What would be the consequences of these choices?5. LearningHow do I now feel about this experience?How have I made sense of this experience in light of past experiences and future practice?How has this experience changed my ways of knowingEmpirics scientificEthics moral knowledgePersonal self awarenessAesthetics the art of what we do, our own experiencesSmyths Framework for Reflection on ActionActivityCuesDescribeWhat did I do?Inform (Analysis)What does this mean?Confront (Self awareness)How did I come to be like this?Reconstruct (Evaluation and Synthesis)What do my practices say about my assumptions, values and beliefs?Where did these ideas come from?What social practices are expressed in these ideas?What is it that causes me to maintain my theoriesWhat views of power do they embody?Whose interests seem to be serve d by my practices?What is it that acts to restrict my views of what is possible in my practice?We can see with a number of models they go through, some, or all of the following courses.Descriptive phaseReflective phaseEmancipator phaseProcessesDescription of practice eventsReflective analysis against espoused theoriesCritique of practice regarding conflicts distortions and inconsistenciesExamination of descriptions for genuiness and comprehensivenessReflective analysis ofthe situationsReflective analysis of intentions date in emancipatory change processProductsDescriptive accounts/narrativeKnowledge about practice processes and applicationsLearning and change in practiceSelf awarenessSelf critique and emancipationPhases in critical reflective inquiry Kim 1999