ES2331: Guide to Writing (Academic) Reflections

Scope/Objective

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

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 et al., 1994; Atkins and Murphy, 1994).

Reflections and learning

Valuable part of learning

Learning

Reflections

Thinking

Reflective writing=means of becoming clearer about something; You write reflections to make your learning of something clearer
4

Thought processes
In an academic context, reflections involve: Looking back at something (an event, i.e. something that happened) Analysing the 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.

Reflecting on ES2331(1)

Thoughts, deliberations, contemplations of your experiences with/in ES2331.

Sorting out of ideas, feelings, knowledge, awareness of your response to ES2331. Clarifying how you learnt, felt, worked, thought, etc.

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

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 suggest this. 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

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.

Structure (2)
2. Interpretation -What is most important / interesting / useful / relevant about the object, event or idea? -How can it be explained e.g. with theory? -How is it similar to and different from others

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).

Structure (3)
3 Outcome -What have I learned from this? -What does this mean for my future?

Ultimately, our group achieved a successful outcome, but to improve our achievement, 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 suggest this.

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 be uploaded to IVLE student submission workbin

Notes & Tips

Reflection is an exploration AND an explanation of events not just a description of them. Genuinely reflective writing often involves revealing anxieties, errors and weaknesses, as well as strengths and successes. This is fine (in fact its often essential!), as long as you show some understanding of possible causes, and explain 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 try to tell the whole story youre likely to use up your words on description rather than interpretation. It is often useful to reflect forward to the future as well as reflecting back on the past.

Language Help :1 Description

(the short bit!)

The range of your 2 reflective pieces is wide There will be no specific vocabulary for any descriptive elements of your reflective writing, because the range of possible events, ideas or objects on which you might be required to reflect is so great. Do remember, though, that if describing an idea, for example a theory or model, it is usually best to use the present tense e.g. Social interdependence theory recognises (not recognised). Events, of course, are nearly always described using the past tense (the interview was a success

Language Help -2 Interpretation

(probably the most important bit)
For me, the [most] -meaningful -significant -important -relevant -useful I -aspect -element -experience -issue -idea -thought (did not think)... -felt (did not feel)... -knew (did not know)... -noticed (did not notice)... -questioned (did not question)... -realised (did not realise)... because was were . Learning -arose from -happened when -resulted from

Previously, At the time, At first, Initially, Subsequently, Later,

This

-might be -is perhaps -could be -is probably

-because of -due to -explained by -related to

This

is similar to... is unlike...

[Un]Like...

this

reveals demonstrates

Language Help -3 Outcome

Having -read... -experienced -applied... -discussed... -analysed... -learnt -I have I now -feel -think -realise -wonder -question -know -developed (my) -improved (my) Additionally, Furthermore, Most importantly,

I have learned that...

-significantly -slightly -sufficiently

-However, I have not -This means that . -This makes me feel . Because I -This knowledge -This understanding -This skill -did not... -have not yet... -am not yet certain about... --am not yet confident about... -do not yet know... -do not yet

-skills in -understanding of -my knowledge of -my ability to -to me as a learner because

-is -could be -will be

-essential -important -useful

I will now need to

As a next step, I need to

Sample 1
Summary for this Semester I explored various methods of initiating ideas, and performed a great deal of concept generation and development throughout the semester. I developed my abilities and found enjoyable ways to brainstorm and discuss concepts with my group members, and Implicated these within my own miniprojects. I have plenty of room for improvement though in developing, refining, and appraising my concepts- I think a good starting point for this would be to study some literature and to go Comments The student concludes what he has achieved and on what level. He also makes a link with further development and includes ways how to deal with this.

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:

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.pdf

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

Other resources