Journals, Reflection, and Learning
A journal is a crucible for processing the raw material of experience in order to integrate it with existing knowledge and create new meaning. Among the many purposes for journal writing are the following: to break habitual ways of thinking; enhance the development of reflective judgment and metacognition; increase awareness of tacit knowledge; facilitate self-exploration and personal growth; and work out solutions to problems (Andrusyszyn and Davie 1997; Mitchell and Coltrinari 2001; Moon 1999). Moon (1999) and Carroll (1994) discuss theories and research that support a number of assumptions about learning from journals:
. Articulating connections between new and existing knowledge improves
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Moon (1999) outlines a "map" of the reflective writing process. She calls it a map to convey that the process is flexible rather than a linear sequence of activities. The map depicts—
. A purpose for journal writing that guides selection of topics
. Description of events or issues (observations; comments on personal behavior, feelings, and context)
. Linkage to related material (further observations, relevant knowledge or experience, suggestions from others, theory, new information)
. Reflective thinking (relating, experimenting, exploring, reinterpreting from other points of view, theorizing)
. Other processes (testing new ideas, representing material in other forms such as through graphics or dialogue)
. Product (statement of something that has been learned or solved, identification of new issue or question)
. Further reflection leading to resolution or looping back to an earlier step
However, before using a reflective tool such as a journal in teaching, educators should consider whether they uncritically accept reflection as inherently good and whether the culture in which they teach supports it (Conway 1999; English 2001).
All adults may reflect, but not all reflection results in learning. Although mental reflection may occur spontaneously, "written reflection is not a natural process, but has to be
While reading “The Writer’s Way”, I began to realize several aspects associated with the context of the material and my own experiences in the academic world (Rawlins and Metzger). The first connection I discovered came when I read section “two Learning Equals Changing” (Rawlins and Metzger 3). I am no stranger to “experiencing and reflecting” in any part of my life (Rawlins and Metzger 3). When I take part in conversations, I analyze the content for long periods of time. Contemplating what happened, the conversation, what I could have done differently and many other questions occur in the process. In an academic setting, sometimes I process the information the same, however, I am not consistent with such a pattern. Academically I have found
Kim & Loretta (2003), stated that Atkinson & Murphy (1993) identified the key skills needed for reflection as ‘self awareness, the ability to recollect and describe accurately key aspect of the situation, critical analysis of the situation and synthesis of new knowledge gained with the previous knowledge, in order to develop a new perspective’. I will discuss,
Reflection and reflective practice can be defined in many ways. Therefore, Mackintosh (2015) argues that the definitions of reflection are unclear, flawed and lack clarity. It can be argued that reflection is reviewing an experience within practice to
I will structure this essay using Gibbs Model of Reflection (Gibbs 1988). Reflective learning helps practitioners analyse their experiences and how they think and feel about them before
This report vividly explains how reflection helps one think about their employability and transferrable skills. Reflective writing deals with both description and analysis which helps in clarifying thoughts, understanding important aspect and working out strategies in solving problems. Reflective writing is beneficial to individuals especially students. For individuals, it gives them the opportunity to think critically about what and why they do things and for academic perspective, it provides students the idea on their learning experience and helps them identify any academic issues they need to address.
Reflection is described as a way of reviewing experiences from practice so that it can be described and analysed and used to change future practice (Bulman and Schutz, 2004).
Reflection is a process of reviewing and thinking critically about activities and how this affects learning of student’s. It is not just descriptions of what happened during the lesson; it’s to
The term “reflection” directly refers to one’s own ability for serious thought or consideration regarding events, which have occurred in the past. Professional bodies and organisations utilise reflective practice within continuous professional development as an effective tool to evoke critical thoughts regarding their own actions. This analysis of one’s own
Reflective writing is evidence of reflective thinking, which is a beneficial learning tool as it allows me to critically think about my personal employability skills. This self-reflection mode of writing allows me to recognise and identify my current skills, strengths, weaknesses, progress and achievements.
Reflection should initially develop in below. safe environments where mistakes are tolerated. He/she can then reflect and discuss the decisions that were made Kolb’s Learning Cycle during their supervision sessions with their practice educator.
Reflection is a tool that is used within many disciplines including teaching and within the legal profession
Reflective practice might be understood differently by individual practitioners. There are many different perspectives on ‘Reflection’, what reflective practice involves and how the quality of teaching and learning is impacted by reflective practice (Bengtsson, 1995).
The concept of reflection in journal learning has been defined in several ways; for example; research in action. Morrison (1996) said journal learning has shuttled between the process of learning and the representation of that learning. However, the learning journals process did not mean the same for all students. Some students believe that learning journals response occurs when the environment is suitable and relaxed; so reflection on class lectures could be recalled and writing reply could be developed. On the other hand, the authors Abbas & Gilmer explained that the relation between the students and teachers were the primary motivation for the effective learning
Reflective practice, in this context, is not about just looking at myself in a mirror and accepting what I see blindly, without any question or evaluation. Rather, it is about looking at what I have learned and how I can utilise that learning in my teaching practice.
This essay will review the literature to critically explore the value and purpose of reflective practice.