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ES2331: Guide to Writing

(Academic) Reflections

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Scope/Objective

Explain what reflections are, to help you write the 2reflection pieces on ES2331.

Explain how reflection is an important part of learning.

Teach you the language appropriate to the parts.

Show you samples of student reflections on their learning.

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Definition & Scope

What is reflective writing?

Reflective writing is evidence of reflective thinking.

Reflection is concerned with consciously looking at and thinking

about our experiences, actions, feelings and responses and then

interpreting or analysing them in order to learn from them (Boud etal., 1994; Atkins and Murphy, 1994).

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Reflections and learning

Valuable part of learning

4

Learning Reflections Thinking

Reflective writing=means of becoming clearer

about something;

You write reflections to make your learning of something clearer

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Thought processes

In an academic context, reflections involve:

Looking back at something

(an event, i.e. something that happened)

Analysingthe event or idea

(thinking in depth and from different perspectives, and

trying to explain, often with reference to a model or

theory from your subject).

Thinking carefully about what the event or idea means

for you and your ongoing progress as a learner.

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Reflecting on ES2331(1)

Thoughts, deliberations, contemplations

of your experiences with/in ES2331.

Sorting out of ideas, feelings, knowledge,

awareness ofyour response to ES2331.

Clarifyinghowyou learnt, felt, worked, thought, etc.

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What reflections are NOT

Chronological re-capturing of tutorial activities

Conveying information

Straightforward description/explanation Saying what is right or wrong

Problem solving

Complaint platform

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Sample Reflection

Specific tasks were shared out amongst members of my team. Initially,

however, the tasks were not seen as equally difficult by all team members.

Cooperation between group members was at risk because of this perception

of unfairness. Social interdependence theory recognises a type of group

interaction called positive interdependence, meaning cooperation (Johnson& Johnson, 1993, cited by Maughan & Webb, 2001), and many studies have

demonstrated that cooperative learning experiences encourage higher

achievement (Maughan & Webb, 2001). Ultimately, our group achieved a

successful outcome, but to improve the process, we perhaps needed a

chairperson to help encourage cooperation when tasks were being shared

out. In future group work, on the course and at work, I would probably suggestthis.

Reference

Maughan, C., & Webb, J. (2001). Small group learning and assessment.

Retrieved August 01, 2007, from the Higher Education Academy website:

www.ukcle.ac.uk/resources/temp/assessment.html

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Structure (1)

1. Description (keep

this bit short!)

-What happened?-What is being

examined?

Specific tasks were shared

out amongst members of

my team. Initially, however,

the tasks were not seen as

equally difficult by all team

members.

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Structure (2)

2. Interpretation

-What is mostimportant /interesting / useful /relevant about theobject, event oridea?

-How can it beexplained e.g. withtheory?

-How is it similar to and

different from others

Cooperation between groupmembers was at risk becauseof this perception of

unfairness. Socialinterdependence theoryrecognises a type of groupinteraction called positiveinterdependence, meaningcooperation (Johnson &

Johnson, 1993, cited byMaughan & Webb, 2001), andmany studies havedemonstrated thatcooperative learningexperiences encourage

higher achievement(Maughan & Webb, 2001).

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Structure (3)

3 Outcome

-What have I learned fromthis?

-What does this mean formy future?

Ultimately, our groupachieved a successfuloutcome, but to

improve ourachievement, weperhaps needed achairperson to helpencourage cooperation

when tasks were beingshared out. In futuregroup work (on thecourse and at work), Iwould probably suggest

this.

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Reflection assignments on

ES2331

After CEP1 - panel discussion (Week 8)

After CEP 2 - oral presentation (Week 12)

Each reflection is 350-400 words and should beuploaded to IVLE student submission workbin

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Notes & Tips

Reflection is an explorationAND an explanation of events

not just a description of them.

Genuinely reflective writing often involves revealing

anxieties, errors and weaknesses, as well as strengths andsuccesses. This is fine (in fact its often essential!), as long asyou show some understanding of possible causes, andexplain how you plan to improve.

It is normally necessary to select just the most significant

parts of the event or idea on which youre reflecting. If you tryto tell the whole story youre likely to use up your words ondescription rather than interpretation.

It is often useful to reflect forward to the future as well as

reflecting back on the past.

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Language Help :1 Description(the short bit!)

The range of your 2 reflective pieces is wide

There will be no specific vocabulary for anydescriptive elements of your reflective writing,because the range of possible events, ideas orobjects on which you might be required to reflectis so great.

Do remember, though, that if describing an idea,for example a theory or model, it is usually best touse thepresent tense e.g. Socialinterdependence theory recognises (notrecognised).

Events, of course, are nearly always described

using the past tense (the interview was a success

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Language Help -2 Interpretation(probably the most important bit)

For me, the

[most]

-meaningful

-significant

-important

-relevant

-useful

-aspect

-element

-experience

-issue

-idea

was

were .

Learning -arose from

-happened when

-resulted from

Previously,

At the time,At first,

Initially,

Subsequently,

Later,

I -thought (did

not think)...-felt (did not

feel)...

-knew (did not

know)...

-noticed (did

not notice)...

-questioned(did not

question)...

-realised (did

not realise)...

This -might be

-is perhaps-could be

-is probably

-because of

-due to-explained by

-related to

This is similar to...

is unlike...because [Un]Like... this reveals

demonstrates

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Language Help -3 OutcomeHaving -read...

-experienced

-applied...

-discussed...

-analysed...

-learnt

I now -feel

-think

-realise

-wonder

-question

-know

Additionally,

Furthermore,

Most importantly,

I have learned

that...

-I have

-However, I havenot

-significantly

-slightly

-sufficiently

-developed (my)

-improved (my)

-skills in

-understanding of

-my knowledge of

-my ability to

-This means that

.

-This makes me

feel .

-This knowledge

-This

understanding

-This skill

-is

-could be

-will be

-essential

-important

-useful

-to me as a learner

because

Because I -did not...

-have not yet...

-am not yet certain

about... --am not

yet confident

about...

-do not yet know...-do not yet

I will now need to As a next step, I

need to

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Sample 1

Summary for this Semester

I explored various methods of initiatingideas,

and performed a great deal of concept

generation and development throughoutthe

semester. I developed my abilities andfound

enjoyable ways to brainstorm anddiscuss

concepts with my group members, and

Implicated these within my own mini-projects. I

have plenty of room for improvementthough

in developing, refining, and appraisingmy

concepts- I think a good starting point forthis

would be to study some literature and togo

Comments

The student concludes what he hasachieved

and on what level. He also makes a

link with further development andincludes

ways how to deal with this.

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Sample 2

Idea Generation

Although my project coach told us that I could still

organize a

brainstorm session with my fellow students, in this

individual

project there was no team working on the same thing with

the

same vision. Therefore brainstorm sessions with a team

were not

an option to me. I could do a brainstorm with my target

group

for example, but I decided to do the idea generation

process all

by myself. I really wanted the ideas and concepts to be

mine in

this project. I gathered my knowledge gained in the

research

phase and with my vision in the back of my mind I took a

pack

of paper and a pencil and started thinking and sketching

to

generate least six unique, good ideas. All ideas that

werent

Comments

This is an example of a weak reflection, both in terms

of

content and reflective skills. This student uses too

many

vague words and writes sentences that are sometimes

hard to understand or have no meaning at all (I

gathered my knowledge gained in the research phase

and with my vision in the back of my mind at

least six unique, good ideas: what knowledge, what

vision, what is a unique and good idea? And another

example: I was happy with the results: what results

and why happy?). Overall, the reflection is too much

diary-like, a chronological account of actions (what),

and too little a reflection on process (how and why)

and achievements (results). In addition, the student

only

provides one link to learning evidence: a set of ideas.Support of reflection by argumentation is also lacking:

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Sources & Resources

This lecture is based heavily on the tutorial provided at this link:

http://www.port.ac.uk/departments/studentsupp

ort/ask/resources/handouts/writtenassignments

/filetodownload,73259,en.pdfOther resources

http://www.ascd.org/publications/books/108008

/chapters/Learning-Through-Reflection.aspx http://w3.tue.nl/fileadmin/stu/ID_s_ME/Comme

nted_Examples.pdf

http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdfhttp://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdfhttp://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdfhttp://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspxhttp://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspxhttp://w3.tue.nl/fileadmin/stu/ID_s_ME/Commented_Examples.pdfhttp://w3.tue.nl/fileadmin/stu/ID_s_ME/Commented_Examples.pdfhttp://w3.tue.nl/fileadmin/stu/ID_s_ME/Commented_Examples.pdfhttp://w3.tue.nl/fileadmin/stu/ID_s_ME/Commented_Examples.pdfhttp://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspxhttp://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspxhttp://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspxhttp://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspxhttp://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspxhttp://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspxhttp://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdfhttp://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdfhttp://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdf