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Understanding Reflective Practice Levels

This document discusses reflection in training and development. It provides definitions of reflection "in" action, which occurs during a situation, and reflection "on" action, which takes place later when considering past events. Models of reflection include descriptive, dialogical, and critical approaches. Gibb's model includes description, feelings, evaluation, analysis, conclusion, and action plan. Bain's five levels of reflective practice range from reporting details to reconstructing knowledge at a higher level of abstraction. Deeper reflection involves moving from description to reflective accounts, handling emotions more effectively, questioning oneself, and considering multiple perspectives.

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Sahnaz Gohor Jahan
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23 views9 pages

Understanding Reflective Practice Levels

This document discusses reflection in training and development. It provides definitions of reflection "in" action, which occurs during a situation, and reflection "on" action, which takes place later when considering past events. Models of reflection include descriptive, dialogical, and critical approaches. Gibb's model includes description, feelings, evaluation, analysis, conclusion, and action plan. Bain's five levels of reflective practice range from reporting details to reconstructing knowledge at a higher level of abstraction. Deeper reflection involves moving from description to reflective accounts, handling emotions more effectively, questioning oneself, and considering multiple perspectives.

Uploaded by

Sahnaz Gohor Jahan
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd

Undertaking

Reflection
Training and Development
Week 7
Reflection is not a new
concept!!

2
The Value of Reflection?
(Rigg and Trehan 2008)
O Creates the possibility of breaking out of stuck
patterns (single/double loop learning),
enabling us to consciously frame and reframe
the way we interpret complex or ambiguous
problems
O Perceived as supporting personal change
O Can improve the depth and relevance of
individual learning and support emergence of
self-insight and growth
Definitions

4
Reflection ‘in’ v. Reflection
‘on’
(Schon 1983.p25)

Reflection in action Reflection on action

O is the thought that we Otakes place some time


take whilst involved a later, when we consider
situation, during which the events that took place,
we become aware of and recall what we were
what we are thinking, thinking, feeling and
feeling and doing doing

5
Perspectives on Reflection
(Holden et al 2012)

6
Models, approaches and levels
O Descriptive, dialogical, critical (Moon 1999)
– see module guide
O Gibb’s (1988) model of reflection
(description, feelings, evaluation, analysis,
conclusion, action plan)
O Five levels of reflective practice (Bain
1999)

7
5 Levels of Reflective Practice (Bain 1999)

Level 1 (reporting) The student describes, reports or re-tells with minimal transformation, no added observations or
insights.
Level 2 (responding) The student uses the source data in some way, but with little transformation or conceptualisation.
The student makes an observation or judgement without making any further inferences or detailing the reasons for
the judgement.
The student asks a ‘rhetorical’ question without attempting to answer it or consider alternatives.
The student reports a feeling such as relief, anxiety, happiness etc.
Level 3 (relating) The student identifies aspects of the data which have personal meaning or which connect with their prior or current
experience.
The student seeks a superficial understanding of relationships.
The student identifies something they are good at, something that they need to improve, a mistake they have made,
or an area in which they have learned from their practical experience.
The student gives a superficial explanation of the reason why something has happened or identified something they
need or plan to do or change.
The student integrates the data into an appropriate relationship, e.g. with theoretical concepts, personal experience,
Level 4 (reasoning) involving a high level of transformation and conceptualisation.
The student seeks a deep understanding of why something has happened.
The student explores or analyses a concept, event or experience, asks questions and looks for answers, considers
alternatives, speculates or hypothesises about why something is happening.
The student attempts to explain their own or others’ behaviour or feelings using their own insight, inferences,
experiences or previous learning, with some depth of understanding.
The student explores the relationship between theory and practice in some depth.
Level 5 (reconstructing) The student displays a high level of abstract thinking to generalise and/or apply learning.
The student draws an original conclusion from their reflections, generalises from their experience, extracts general
principles, formulates a personal theory of teaching or takes a position on an issue.
The student extracts and internalises the personal significance of their learning and/or plans their own further
learning on the basis of their reflections.

8
Deeper reflection
(Moon 1992)
O from description to reflective account
O from no questions to questions to responding
to questions
O emotional influence is recognised, and then
handled increasingly effectively
O there is a ‘standing back from the event’
O self questioning, challenge to own ideas
O recognition of relevance of prior experience
O the taking into account of others’ views
O metacognition - review of own reflective
proceses
9

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