Critical Reflection Essay Handy strategies for writing
Slide 3
What is critical reflection?
http://www.wikihow.com/Make-Everyone- Want-to-Read-Your-Diary
Slide 4
Critical reflection www.proprofs.com Maintain a balanced diet
p.9. Toney Allman (2010) Nutrition and disease prevention, Infobase
publishing, New York
Slide 5
What is critical reflection? Analyse what you think, feel and
believe by exploring social and cultural contexts. Critical
reflection enables us to engage in transformative learning by
linking both reason and emotion. (Taylor, 2001).
Slide 6
Model of critical reflection with a practical purpose
Slide 7
Why critical reflection? Critical reflection helps develop more
effective thinking because it asks for Assumption analysis
Contextual awareness Imaginative speculation Reflective skepticism
Brookfield (1988, as cited by Clark, 2011)
Slide 8
Example Checkout at Supermarket Assumption analysis- check my
thought/feelings Contextual awareness- observe the situation
Imaginative speculation- consider possibilities Reflective
skepticism- question claims brickstream.com
Slide 9
Critical reflective writing Reflective writing encourages us to
reflect on a deeper level show understanding of theory & course
content link experience and knowledge use reflections to inform our
professional practice extend skills needed for lifelong
learning
Slide 10
Critical Reflection & Academic Essay Like academic essays,
critical reflective writing: integrates secondary source material
incorporates discipline/subject-specific vocabulary uses formal
English (linked to personal language) follows academic citation and
referencing guidelines
Slide 11
Critical Reflection & Academic Essay (continued) Critical
reflection differs from typical academic essay writing. Include
first person (eg. In my life). See yourself as an object of
inquiry. Your experience is a form of evidence.
Slide 12
The structure of reflective writing Reflective writing, then,
essentially asks you to look at experience and offer DESCRIPTION
ANALYSIS IMPLICATIONS How you organise the ideas in a paragraph
will vary.
Slide 13
The DEAL model Lay and McGuire (2010) adapted Ash and Claytons
(2004) DEAL model of reflective writing. They explain the elements
of a structured critical reflection: Step 1: DESCRIBE the
experience. Provide details on the event or activity that prompts
this reflection. Step 2: EXAMINE the experience through the
integration of personal experience and academic content. Using
assumption analysis, contextual awareness, imaginative speculation,
and reflective skepticism, analyze the experience. Step 3:
ARTICULATE LEARNING by responding to the questions proposed by Lay
and McGuire (p.550): What did I learn? How did I learn it? Why does
it matter to me in my profession/ in relation to an assignment? And
sometimes What will I do in my future practice/learning in light of
this reflection?
Slide 14
The structure of reflective writing You may be asked to create
a formal written piece similar to an academic essay in form. This
style of response requires an introduction, body, and conclusion.
In crafting your response, consider the following INTRODUCTION
Identifies an issue and why it is important May use theory to
explain relevance Outlines key themes that the paper will address
BODY PARAGRAPHS Each paragraph Introduces a theme or topic Provides
evidence from practice or current literature/theory Introduces
various perspectives on the theme CONCLUSION Restates the issue
Reiterates key points Emphasizes the implications of the points May
suggest possibilities for the future or suggest changes (Ryan,
2011)
Slide 15
Language use in critical reflective writing (adapted from Ryan,
2011) Does the writer: indicate that he/she is addressing or
responding to something he/she has been involved in or observed?
demonstrate knowledge of the discipline (cultural self awareness
and cultural intelligence)? relate a referenced idea to similar
incidents of personal experiences?
Slide 16
Language use (cont.) How does the writer: Demonstrate
interpretation of events? Reason and explain why things happened
the way they did? Look to the future and indicate how he/she will
reconstruct and apply new knowledge? Reinforce the
implications?
Slide 17
CUC107 Paragraph example: personal & analytic Language is
an essential part of communicating in any cultural context. I grew
up learning English as my third language. Taipale (2012) stresses
the importance of individuals extending their awareness of a
variety of cultural groups in a globalised world where people
travel from place to place for work or study. Being more aware of
my own use of language has made me more sensitive to people who
find it difficult to understand Australian English. This has also
helped me adapt to various cultural situations when working
overseas.
Slide 18
Check Expectations for reflective writing can vary. Check the
assignment guidelines Clarify lecturers expectations about level of
referencing; analysis & use of 1 st person. Refer to the unit
assessment guidelines and the lecturer for clarification on the
assignment. Determine the form of the finished writing a journal?
Self-assessment? Learning diary? A more structured research
piece?
Slide 19
References and additional resources Clark, D.R. (2011).
Learning through reflection. Retrieved from
http://www.nwlink.com/~donclark/hrd/development/reflection.html
http://www.nwlink.com/~donclark/hrd/development/reflection.html
Gibbs, G. (1988) Learning by doing: A guide to teaching and
learning methods, Oxford Centre for Staff and Learning Development,
Oxford Polytechnic. London: Further Education Unit. ISBN
1-85338-071-7.Learning by doing: A guide to teaching and learning
methodsOxford PolytechnicISBN 1-85338-071-7 Hampton, M. (2010).
Reflective writing: A basic introduction. Retrieved from
http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodown
load,73259,en.pdf
http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodown
load,73259,en.pdf Lay, S., & McGuire, L. (2010). Building a
lens for critical reflection and reflexivity in social work
education. Social Work Education 29(5), 539-550. Macdonald, L.
(2011) Critical reflective writing in social work Dalhousie
University. Retrieved from
http://www.slideshare.net/dalwritingcentre/critical-reflective-writing
http://www.slideshare.net/dalwritingcentre/critical-reflective-writing
Reflective Writing. (2008). Retrieved from
http://www.lc.unsw.edu.au/onlib/reflect.html Ryan, M. (2011).
Improving reflective writing in higher education: A social semiotic
perspective. Teaching in Higher Education 16(1), 99-111.
Spencer-Oatey, H. (2012) What is culture? A compilation of
quotations. GlobalPAD Core Concepts, 1-22. Taipale, S. (2012).
Mobility of Cultures and Knowledge Management in Contemporary
Europe. European Review, 20, pp 173-181
doi:10.1017/S1062798711000445 Taylor, E. (2001). Transformative
learning theory: A neurobiological perspective of the role of
emotions and unconscious ways of knowing. International Journal of
Lifelong Education, 20(3), 218-236. Writing the sociology paper.
(2005). Retrieved from
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/sociology.shtml
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/sociology.shtml