Download student session 4

Work Based Reflective
Practice 1
Session 4
Chris Thomas
Aims
• To review the Learning Outcomes and
assignment requirements
• To consider areas we need to develop
professionally
• To consider work based events
• To share reflective events.
Learning Outcome 1
•
Demonstrate an understanding of
professional development and reflective
practice, identifying their own workbased areas of expertise and identifying
areas of knowledge, skills and
understanding for development.
(Module Handbook, p3)
Learning Outcome 2
• Reflect upon work-based events and
demonstrate areas of learning and
development.
(Module Handbook, p3)
Professional Development and
it’s links to Government
Changes - Activity
• List as many relevant government policies
and changes that you can.
• Discuss how they impact on your
practice?
• www.educationengland.org.uk
Reflection on the envisaged
government changes
• What do you need to develop to meet the
changes?
• Begin to list.
• How does this relate to LO1?
The skills and knowledge are described under
six main headings:
http://www.everychildmatters.gov.uk/deliveringservices/commoncore/
• Effective communication and engagement with
children, young people and families
• Child and young person development
• Safeguarding and promoting the welfare of the
child
• Supporting transitions
• Multi-agency working
• Sharing information
Guiding principles for front-line staff:• The well-being of children and young people is
everyone’s business
• Be proactive – identify concerns as early as
possible and initiate actions
• Follow appropriate procedures
• Be holistic – think about the big picture - the
overall needs of the child, young person or
family
Guiding principles (cont’d)
• Consider all potential sources of support,
within your own agency, other agencies, the
family itself
• Involve children, young people and those
caring for them in decisions that affect them
(unless it is not safe or appropriate to do so)
• Understand the importance of information
sharing within the context of children and young
people’s well-being and safety
Additional skills, knowledge that we need
for the role
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Communication
Application of Number
IT skills
Working with others
Management of own learning
Problem solving
Conflict resolution
Effective communication
• The need to communicate
• Questions to explore
• Effective use of skills
• Working one to one
• Useful listening responses
• Literacy skills
Why listen?
• To help others feel that they are heard
• To facilitate communication between you
and others
• To gain a rounded picture of event or
problem
• To show that you are attending to the
needs of others
• To understand a problem more fully
What skills are needed for active
listening?
Hallet in Macleod-Brudenell, (2004, p56) notes
the important skills needed:
“Communication will be more successful if the
sender gives as much attention to what they
hear as what they say. Being a good listener,
takes skill and practice. You not only have to
hear the words children, staff and parents are
saying, but also have to understand them and
then respond in an appropriate way.”
Management of own learning
• Drummond in Fisher (2002, p194) ‘the
importance of self knowledge….she
defines effective practitioners as those
who understand themselves, their
knowledge, their feelings and the
framework within which they understand
children.’
Problem solving
• Overcoming problems
• Reflecting on the success of a project
• Assessing your attitude to risk-taking
• Taking the initiative
*Think about your immediate response
when a problem occurs.*
Key skills for listening include:
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‘Listen’ with eyes as well as ears in order to
recognise the verbal and non-verbal clues
Try to be yourself – be natural
Take time to build your relationship
Give full attention and watch for body language
Show interest by asking simple direct questions
Let other people find their own answers – don’t
be too quick to jump in with your answers
Non-verbal skills for
listening/communication
• Posture & Gestures
• Gaze
• Proxemics
• Facial Expressions
• Silence
• Appearance
• Touch (possibly the most important)
*All these can be positive and negative*
The Communication Cycle
2.
Message
coded
1.
Ideas occur
4. Message
perceived
3.
Message sent
5. Message
decoded
6.
Feedback
understood
Stretch & Whitehouse (2007, p16)
Activity
• Task: test out your listening skills in threes:Choose who will listen, speak and observe
• The observer needs to note down what happens
in task – you can use the evaluation sheets if
you wish.
• The speaker and listener should sit back to back
and hold a conversation
• Try both roles as listener and speaker
• What did you notice happened? Reflect on this.
Application of number
• A key skill that can be used in a wide
range of situations
• Employers put great emphasis on this as a
skill
• Effects on the children
• Is this an area you need to develop?
Remember your diagnostic tests and your
starting to study learning contracts.
IT skills
• Essential to ability to study and
employment
• Need to be able to word process, present
information to an audience, email, manage
folders
• E.g. Electronic (CAF) / other electronic
forms
Working with others
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Teamwork
Cooperation
Share ideas and information
Links to effective communication
Bolton (2010:3)
• “Reflective practice can enable practitioners to
learn from experience about themselves, their
work and the way they relate to home and work,
significant others and wider society and culture.”
• “It challenges assumptions, ideological
illusions, damaging social and cultural biases,
inequalities and questions personal behaviours.”
Consider
• Bolton (2010:4) “I did that because my
senior instructed me to…”
• “Oh I’ve never thought about why I do
that..” Bolton (2010:5)
• We’ve always done it that way.
• What is missing?
To consider work based events
Briefly describe a work based
event.
Why did it happen?
Who was involved?
Relate this event to Schon
Relate this event to Kolb or the
Gibbs cycle or another
(Dewey, Schon, Taggard)
Find a reference that links to
this reflection
What did you learn from this
event / or what would you do
the next time anything like this
happened? How might your
views and values have
impacted on this event?
To share reflective events
• Peer feedback
• How could you improve your reflective
piece of writing?
• Which level do think the other person is
working at is it dialectical / contextual /
technical?
Any questions