Reflective Practice

Becoming reflective about our learning and teaching strengthens our capacity to learn and makes us a more effective teacher and instructor and informs our ability to think critically about ideas and new information. Reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes and translate thought into action.  Reflective learning, however, takes time and is not something that we do naturally.  We need to become aware of our thinking processes, make time for reflection, actively plan opportunities to reflect and train ourselves in reflective techniques.

Some of the following information may give some ideas and inspiration in thinking about Reflective Practice

 

 

Action Research

Action Research is research on our actions and activities that can be done in the course of our library and teaching roles. Action Research is a means of “encouraging change in an individual”, and therefore contributes to your professional development.

Learn more about Action Research here

 

 

Kolb’s Learning Cycle

When considering the concept of learning, reflection in a very important element.

“Kolb’s Learning Cycle is a well-known theory which argues we learn from our experiences of life, even on an everyday basis. It also treats reflection as an integral part of such learning. According to Kolb (1984), the process of learning follows a pattern or cycle consisting of four stages, one of which involves what Kolb refers to as ‘reflective observation’. The stages are illustrated and summarised below:”

Leeds Beckett University (2015). https://skillsforlearning.leedsbeckett.ac.uk/preview/content/models/02.shtml