Reflective practice has an important role to play in student learning as it:
- provides the bridge between the theory that students learn in the classroom, with what they experience as they engage with the world (outside of the classroom, in the workplace, and beyond).
- supports learning (Harvey, Coulson & McMaugh, 2016), skills development including metacognition and creativity, and life-long learning (Harvey, et. al. 2010).
- is identified as an employability skill that helps graduates to succeed in the workforce (Kinash & Crane, 2015).
|Perspective||Source of data (evidence)|
|1. Autobiographical||Our personal reflection on, during or for practice. May be documented as a diary, journal, portfolio, images or creative artefacts|
|2. Students||Student feedback can be formal (evaluations or surveys); informal (discussions, short written reflections)|
|3. Colleagues or peers||Can be both formal – peer observation and review or informal – discussion or short written reflections|
|4. Theory and research||What does the research say about the issue you are reflecting on?|
- which reflective technique/s have I chosen and why?
- when and how often will I reflect?
- how do I intend to document my reflections?
- questions I have developed about learning and teaching that I want to answer or explore through my reflection
Techniques – Autobiographical and student feedback informed by research as the relate most directly to my intentions for reflective practice.
Frequency – Diary entry subsequent to each taught session with monthly feedback from students. Research will take place as appropriate.
Documentation – This here portfolio blog!
Questions – Efficacy of current techniques and materials being employed. Identify opportunities to improve the student experience overall and gain an understanding of my learner’s needs as the evolve over the duration of the course.