Implementing reflection in courses, workshops, and other initiatives. Reflection or critical reflection is:the conscious examination of past experiences, thoughts and ways of doing things. Its goal is to surface learning about oneself and the situation, and to bring meaning to it in order to inform the present and the future. It challenges the status quo of practice, thoughts and assumptions and may therefore inform our decisions, actions, attitudes, beliefs and understanding about ourselves.Reflection can be used for many things including: Improving practice to gain better outcomes in the futureIncreasing/improving performance and skillsIncreasing awareness of abilities and attributes and evidence for theseDeveloping and expanding employabilityEvaluating the quality and success of action plansApplying theoretical knowledge/frameworks to real experiences and using this to expand understanding of the underlying theory.The sections below the video explore this in more detail with information, advice, and actions you can take.New here? Where to begin Where to start when facilitating reflection Considering whether reflection will improve your course and how to introduce it. Assessing reflection Assessing reflection and providing feedback. Components of reflective tasks: ways/modes of reflecting, structure, and type of assessment Guidance on designing the three main components of any reflective task and further links. Case studies of reflective practice in the University A series of case studies from initiatives within the University showcasing how reflective practice is being used. New here? Where to begin Not sure where to start? We have some suggestions! Key topics in the Facilitators' Toolkit A summary of key topics covered in the Facilitators’ Toolkit and where to find them. This article was published on 2024-10-15
