Resources For Reflective Learning
Resources for Reflective LearningThis is a section of 50 pages from Moon, J (2004) A Handbook of Reflective and ExperientialLearning , Routledge Falmer, London. You are welcome to use this material freely, but itwould be good if you referenced it. . There is more detail on the exercises in the book, butsome are self evidentIntroductionOn these pages are exercises, material for handouts and examples that are designed to support theintroduction and use of reflective and experiential learning. The instructions for the use of thesematerials in within the text, mainly in Chapter 11, with some further references in Chapter 13.Copyright restrictions have been waived, so these may be copied freely for use with learners.Below the resources and their subject matter are listed with the page number that is their mainreference in the text of the book.Resource 1 The processes of writing reflectively: a map of reflective writingpResource 2 Reflective Writing - some initial guidance for students (handout)pResource 3 A comparison of Reflective Writing and Report or Essay WritingpResource 4 Samples of Reflective WritingpResource 5 The Park - an exercise in reflective writingpResource 6 The Presentation - an exercise in reflective writingpResource 7 Questions to support reflective writingpResource 8 Dialogues – an exercise to expand reflective thinking and writingpResource 9 A Framework for Reflective WritingpResource 10 The Dance Lesson - an exercise in reflective writingpResource 11 Strategies for enhancing learning from everyday experiencepResource 12 An exercise on judgementpResource 13 Footprintsp
Resource 14 Poetry as a form of capturing experiencepResource 15 Instructions for using The Park, The Presentation and other such exercises
Resource 1 The processes of writing reflectively: a map ofreflective writingStart reflection processA purpose for reflecting guides selection of an event / issue andother aspects of the processesPerhaps review of newpurpose against originalThe description of event or issue focuses theconsiderations: - eg:a) a statement of observationsb) comment on personal behaviour;c) comment on reaction / feelings;d) comment on context.Additional ideas are fed in – eg:a) further observations;b) relevant other knowledge, experience, feelings,intuitionsc) suggestions from others;d) new information;e) formal theory;f) other factors such as ethical, moral, socio-politicalcontext.Reflective thinking occurs– processes of relating , experimenting, exploring,reinterpreting from different points of view, or within different contextualfactors, theorizing, linking theory and practice; ‘cognitive housekeeping’, etc.Other processing may occur such as testing of new ideas in practice and / orrepresentation: eg in a first draft, or graphic form / in discussion etc.A product results - something is learned or there is a sense of moving on – egidentification of an area for further reflection or a new question is framed.There is more reflectionThere is resolution / completionFrom Moon. (1999a)
Resource 2 Reflective Writing - some initial guidance forstudents (handout)Jenny Moon, University of ExeterIntroduction – reflection and reflective writingReflection lies somewhere around the notion of learning and thinking. We reflect in order tolearn something, or we learn as a result of reflecting. Reflective writing is the expression onpaper/screen of some of the mental processes of reflection. Other forms of expressing reflectionare in speech, in film, in graphic portrayal, music etc. The expression of reflection is not,however, a direct mirror of what happens in the head. It is a representation of that process withinthe chosen medium - and reflection represented in writing, for example, will be different to thatencompassed in a drawing. In other words, in making a representation of reflection, we shapeand model the content of our reflection according to many influences. Factors that could shapeyour reflection into reflective writing might include:--the reason why you are writing reflectively (personal reasons – eg in a diary or foracademic purposes etc)whether others are going to see what you have written and who they are (eg no-oneelse; a tutor who will mark it; a tutor who will not mark it, friends etc.);your emotional state at the time of writing, and emotional reaction to what you arewriting (eg - a disturbing event that you do not want to think about or something youdid well and want to enjoy in the rethinking process);related to the above, how safe you feel about the material and anyone seeing it;what you know about reflective writing and how able you are to engage in it (seebelow)– and so on. It is also worth noting that you will learn not only from the ‘in the head’ reflectionbut from the process of representing the reflection itself. Also, you will learn different thingsaccording to the manner in which you represent your reflection. For example, what you wouldlearn from drawing a picture to represent reflections will differ from what you will learn in writingabout the same content. It is a part of the process of writing reflectively to be as aware as possibleof the influences that are shaping the writing that you actually do.What is reflective writing?We will start from what reflective writing is not. It is not:-conveyance of information, instruction or argument in a report, essay or ‘recipe’;straight-forward description, though there may be descriptive elements;
-a straight-forward decision eg about whether something is right or wrong, good or badetc.simple problem solving like recalling how to get to the nearest station.In the context of your higher education programme, reflective writing will usually have a purpose(eg you will be writing reflectively about something that you have to do or have done). It willusually involve the sorting out of bits of knowledge, ideas, feelings, awareness of how you arebehaving and so on. It could be seen as a melting pot into which you put a number of thoughts,feelings, other forms of awareness, and perhaps new information. In the process of sorting it outin your head, and representing the sortings out on paper, you may either recognise that you havelearnt something new or that you need to reflect more with, perhaps further input. Yourreflections need to come to some sort of end point, even if that is a statement of what you need toconsider next.It is also worth recognising that reflective writing may be a means of becoming clearer aboutsomething. For example, you might use reflective writing to consider the kind of career directionthat you might take. Into the ‘melting pot’ you might then ‘put’ ideas, information, feelings, otherpeople’s perspectives and advice. A metaphor for reflection or its expression in reflective writingin this context is ‘cognitive housekeeping’ to imply its nature as a sorting out, clarifying process.From what has been said above, it will be obvious that reflection is not a straight-forward and‘tidy’ process itself. When you have to represent the process for someone else to read, you willinevitably tidy it up – but if a tutor is expecting reflective writing, s/he will not be looking for adry ‘single-track’ account, or just a conclusion. It is also all right to use the first person – ‘I’ - inreflective writing.Let us assume that you are reflecting on a presentation that you have just done in class. We said,above, that reflective writing is not a ‘straight-forward’ description. You will probably have todescribe what you are about to reflect on and perhaps relate it to the purpose for which you arereflecting. But reflection is more than that. You might want to evaluate your performance in thepresentation, for example. This may be represented by you questioning yourself, perhapschallenging yourself. You may consider your reactions, and even the manner in which you haveintially viewed the situation and written about it. Your writing may recognise that others mayhave different views of the same event. So with regard to the presentation, you might think aboutthe performances of others – and so on.Some subject matter for reflective writingReflective writing may apply to anything that is relatively complex. You might reflect on:- how to go about your dissertation topic;- how well you wrote an assignment;- experiences gained in your part time work;- what your essay title means and how to go about writing it;- how to present some project work;- how you want to behave differently in some context;- the way in which your non-work activities relate to the programme that you are on;
the quality of a relationship with someone (to do with your programme or home orfamily etc);- how well you got on in your programme last semester;- your process in solving a difficult problem (eg in academic work);- what you need to do to improve your study processes –and anything and everything .-You will often find there to be unexpected rewards in working in this manner. You will find outthings that you had not considered, you even find that your academic writing becomes morefluent; you may find that you can solve problems more easily when you have reflected on yourprocessing of similar problems.The quality of reflective writingIt is worth thinking of the quality of reflective writing as being on a continuum from rathersuperficial writings that are largely descriptive, to much deeper writings in which the questioningis more profound. Neither is necessarily right or wrong – they are just different. Reflectivewriting will need be ‘pitched’ according to the purpose for which the task is done. Those who arelearning to become counsellors and need to question their motives for the way they work willrequire to take a much more profound approach, for example, than most others in highereducation programmes. The challenge is at least to ‘go beyond’ descriptive writing. Thequestions below help to give a picture of the difference between descriptive and more profoundreflection.A final note‘Reflection’ is a word in every-day language but that in some contexts it is a subject of academicstudy, with many books and papers devoted to it. The material in this paper is derived from threebooks Moon, J (1999, 1999a and 2003), which provide an introduction to the literature for thosewho are interested in taking this further.Moon, J (1999)Reflection in Learning and Professional Development, KoganPage, LondonMoon, J (1999a)Learning Journals: a Handbook for Academics, Students andProfessional Development, Kogan Page, LondonMoon, J (2003)This book – title needs to be put in hereHandout developed by Jenny Moon, University of Exeter
Resource 3 A Comparison of Reflective Writing and Report orEssay WritingUndergraduate report / essay writingThe subject matter is likely to be clearly defined.Reflective writingThe subject matter may be diffuse and illstructured.The subject matter is not likely to be personal.The subject matter may be personal.The subject matter is likely to be given.The subject matter may be determined by thewriter.The purpose of this kind of writing is set inThere may be purpose, but it is more of the natureadvance, usually fairly precisely in a title / topic of a ‘container’ or direction, not a precise title thatpredicts the outcome.Most of the ideas drawn into an essay / reportIdeas will be drawn into reflective writing fromwill be predictable and will be determined by the anywhere that the writer believes to be relevant.subject matterWhat is drawn in will be determined by the sensebeing forged by the writerThere will be a conclusionThere may be a conclusion in that something hasbeen learnt, or there may be a recognition offurther areas for reflection.Essays / reports are more likely to be ‘one off’ – Reflective writing may be part of a process thatfinished and handed in.takes place over a period of time.There is likely to be a clear structure ofThere is not necessarily a clear structure otherintroduction, discussion and conclusionthan some description at the beginning and someidentification of progress made. Structures, suchas questions to prompt reflective activity may begiven.The writing style is likely to be relativelyThe writing style is likely to be relativelyobjective – probably without use of the firstsubjective, with involvement of the first personperson.An essay or report is a usually intended to be aThe intention underlying reflective writing isrepresentation of learning.likely to be for the purpose of learning.An essay / report is likely to be the product of a Reflective writing usually involves the process ofthinking process, tidily ordered.thinking and learning, and it is therefore notnecessarily ‘tidy’ in its ordering.Material developed by Jenny Moon, University of Exeter
Resource 4 Samples of Reflective WritingAn experience in an work experience placement on a Business and Managementprogramme (level 1) – reasonably reflective writingThe placement is in The Black Bull in Grentown. The student, Barry, has been at theplacement for only a few days. He has been asked to wait on the tables at lunchtime.Today the pub was full and many people wanted lunch. I think that Mr Freddings (the manager)was a bit caught out because it had been very quiet the last few days and he had told two of theregular lunchtime staff not to bother to come in until later. I helped out in the kitchen thismorning – washing up and doing some cleaning up. Jan, the cook, said that I would be needed towait at the tables. I was a bit shocked because I had not done this before. I was embarrassedwhen she took me out and told me what to do in front of some of the customers, but I suppose Idid need to know. I was left in a situation in which some customers knew that I am new to this,and others did not. On the whole, I decided to pretend that I had been doing it all my life. Jantold me how to write down what people order very quickly, and told me her type of shorthandwhich I have been trying to use. On the whole it seems to work, - I did make one or twomistakes when I had to go back to the customers and ask again what they wanted again. Onecustomer was really nice when this happened because she had seen me being taught what to do.Another, a bit later, was quite abrupt. I guess that I had become a little over-confident by then. Ibacked off and realised that I have a lot to learn even in this simple matter of taking orders andbringing out the food.A bit later there was a difficult incident that I got involved in. There was a party of three women– I think that they work at the big company that makes furniture up the road. They had bookedbut were a bit late and, because it was quite busy by then, we had to tell them that they wouldhave to wait for their meal for a bit. They grumbled and then ordered. Then it got really busyand cook could really hardly cope so it made it even longer that they had to wait. She asked meto go and tell them they would have to wait even longer. She told me what to say – to be politebut firm and not to get drawn into stuff about how they had booked – because, as she said, it wastheir fault because they were late. Anyway, the women treated me as if it was my fault. I fellapart a bit, not sure what to say apart from sorry lots of times. I got away and went back to thekitchen. By then Mr Freddings had come in and he and Jan had decided to offer the womensome food that could be served up straight away. I wished they could have thought of it earlier.Again, I had to take out the message. The women were cross and made a huge fuss about notwanting the food on offer, and said how the pub had gone down-hill and it used not to be likethat. I just had to stand and listen and wished I had not pretended to have been there all my life.It all made me feel upset especially when, at last, grudgingly they said they would have the food.I brought out their meals and now they were all smiles because they thought they had got abargain because what they had been given was more expensive. They were nice to me then andleft quite a tip. I think I learnt quite a bit about waiting all in a short time.
These are some of the things that I learnt from today (she lists 6 topics) Reflection on study habits over the last semester – reasonably reflective writingThe student, Kerry, is in level 2 on a Biology programme. She has been asked to reflect on herprogress in study in the previous semester by her tutor and to bring the piece she has written tothe tutorial. This is part of the personal professional planning initiative in the university.In the summer at the end of my first year of uni, I travelled all around Europe. I had alwayswanted to do that and felt that I had to come back before I was ready. I got back to uni two dayslate and I felt unsettled for a while after because it seemed that everyone had got into ruts ofstudying before I could. I missed a few lectures in the first two weeks – none of it seemed to haveany meaning. I thought about leaving but my parents were wild when I said that that I thought Ihad better try to settle down.We had lots of work to do at that stage for the first genetics module. You can’t afford to getbehind in that and I was behind. I had to go to Dr Spolan and tell him I couldn’t do it. He wasreally helpful which made me feel a lot better. He said he knew several of us would havedifficulty and set up a surgery with some of the postgraduate students. Mostly they were good,though sometimes they did not have much idea of just how hard I found it. Somehow they couldnot always explain. Anyway, I seem to have caught up now and passed the exam.I think I have difficulty writing essays. I can’t seem to organise my ideas in the way that tutorswant. I think I have done it and then get comments about there not being proper discussions andconclusions to what I write. I am not sure that anyone has ever told me how to write an essay –you just have to guess. I did buy a study skills book for science students and that helped mebecause it had examples, even from biology. It also helped me with referencing. I have alwaysbeen confused about how much you can put down of someone else’s work without it beingplagiarism. I know we had some rules about plagiarism in the course handbook, but when youare in the middle of an essay, with a really relevant book in front of you, it seems difficult to seehow to apply the rules. Can you, for example, put down quite a big chunk of someone elses’work if it says exactly what you want to say yourself? It would have a reference put after it ofcourse. I think I need some help on this.We have multiple choice questions for the first biology methods module. I was not sure how torevise for an exam like that. We ended up making up questions and testing each other on theanswers. I did find that I did not seem to need to understand the ideas that were put over in thequestions – I thought I could just guess at the kinds of questions and make sure that I had theanswers. I did not do all that well in the exam so maybe I need to prepare differently - but I reallydon’t know how to do it. I will need to ask .Anyway, I think that deciding to stay on at uni was a good idea and as the term goes on, I feelmore settled.
Reflection on a skills module – not very reflective writingJackie is on a level 1 skills module. She has just given a presentation as part of that moduleand has been asked to assess how she got on in a reflective manner as part of the assessment ofthe module.I have just done a presentation in front of our group. We were asked to choose any subject thistime but next time we will be giving a presentation on a topic associated with our subject. Ichoose to talk about my adventure sailing holiday in Scotland. I was third to go. I was nervousbecause the last time I gave a presentation was at school and then I knew everyone well. This is anew module so I do not yet know people. There were 6 of us, and the tutor.I talked about the journey up to Scotland – and how w
Resource 8 Dialogues – an exercise to expand reflective thinking and writing p Resource 9 A Framework for Reflective Writing p Resource 10 The Dance Lesson - an exercise in reflective writing p Resource 11 Strategies for enhancing learni
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Developed by Learning Advisers 2 Sample Reflective journal The following are extracts from a Reflective journal written for the course, Reflective Nursing Practice 1 by a first year student, Chrissy Poulos: CHRISSY POULOS – REFLECTIVE JOURNAL Excerpt from Week I
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