This is a set of slides to support Natasha Taylor's workshop activity at the Re-enchanting the Academy Conference on 26th September 2015. The focus is on how reflection can and should be used to support active and experiential learning.

1. IMAGE:
Kevin
Dooley
‘Puzzle:
The
daily
jigsaw
puzzle,
providing
casual
challenge
and
conversaAon’,
CC
BY
0.2.
Sen$o,
who
was
a
very
prac$cal
fairy
who
applied
herself
to
every
task,
brought
a
puzzle.
‘Whosoever
puzzles
this
puzzle
will
grow
wiser
and
wiser
as
each
day
passes.
I
give
you
the
gi?
of
reflec$on’.
Imagine
a
world
where
our
students
are
the
best
possible
learners.
Imagine
they
immerse
themselves
in
the
lecture
experience,
taking
in
the
knowledge
presented
to
them
and
thinking
about
how
it
applies
to
the
wider
topic/subject.
Imagine
they
embrace
seminars
with
enthusiasm,
raising
ques>ons
and
exploring
answers.
Imagine
they
complete
their
assessments
ably
demonstra>ng
that
they
have
truly
acheived
a
cri>cal
understanding
of
the
topic.
Imagine
what
it
is
like
to
teach,
and
learn
alongside,
those
students.
1

2. Our
star>ng
point
is
the
asser>on
that
students
can
learn
a
great
deal
from
DOING.
Gibbs,
in
a
recent
piece
for
SEDA,
argues
that
there
is
not
enough
learning
by
doing
in
the
Higher
Educa>on
System
hIp://
www.seda.ac.uk/resources/files/publica>ons_181_31%20Much
%20learning%20is%20acquired%20by%20doing,%20but%20seldon
%20only%20be%20doing.pdf
.
So
what
is
so
special
about
it?
On
this
slide,
you
sill
see
Bloom’s
Taxonomy
(learning
pyramid)
;
this
is
probably
familiar
to
most
people
but
it
is
an
essen>al
star>ng
point.
BLOOM
B
S
(ed.)
(1956)
Taxonomy
of
EducaAonal
ObjecAves,
the
classificaAon
of
educaAonal
goals
–
Handbook
I:
CogniAve
Domain
New
York:
McKay
Basically,
the
pyramid
sets
out
6
different
levels
of
learning
which
are
used
by
educators
for
the
development
of
learning
outcomes
and
curriculum
design.
The
idea
is
that
learners
begin
at
the
base
of
the
pyramid
and
move
upwards.
A
summary
of
the
different
stages
is
provided
below:
KNOWLEDGE:
The
first
stage
is
to
acquire
factual
knowledge
about
a
2

3. The
problem
is
that
experience
along
is
rarely
sufficient
for
learning.
Many
of
us
include
ac>vi>es
in
our
teaching
which
require
students
to
do
something
beyond
simply
reading
and
listening.
But
how
many
of
us
as
sure
of
the
impact
it
has
had?
What
did
the
students
learn?
How
will
it
contribute
to
their
cri>cal
awareness?
How
will
they
relate
it
to
the
rest
of
their
studies?
Will
they
recall
it
as
a
learning
experience
in
job
interviews?
Will
they
even
remember
experiencing
it
when
they
walk
out
the
door?
Boud
et
al
(1985)
raise
some
essen>al
ques>ons
about
what
enables
learners
to
gain
maximum
benefit
from
the
situa>ons
they
find
themselves
in.
The
key
to
learning
from
experience,
they
suggest,
is
structured
reflec>on.
There
is
an
extensive
literature
on
models
of
reflec>on,
but
on
this
slide
you
can
see
a
very
simple
form
of
the
model.
Basically,
you
have
an
experience,
you
describe
what
happened,
you
ask
why/how
it
happened
that
way
and
then
propose
how
you
will
approach
it
differently
next
>me.
3

4. Presented
in
a
slightly
more
complex
way,
here
is
Gibbs’
much
celebrated
Reflec>ve
Cycle
(Gibbs,
G.
(1988)
Learning
by
Doing:
a
guide
to
teaching
and
learning
methods
).
So,
we
take
from
this
the
point
that
in
order
for
learners
to
turn
their
experiences
into
learning,
they
need
to
go
through
this
process.
The
reality
is,
a
lot
of
the
>me,
that
they
don’t.
So
the
ques>on
is,
how
can
we
help
them?
Talking
to
my
own
students,
it
became
clear
to
me
that
for
them
there
are
two
problems
or
obstacles:
1.
I
do
not
tell
students
to
do
this,
they
do
not
do
it
ins>nc>vely.
Therefore,
it
never
gets
done.
2. If
students
do
start
the
process
(prompted
or
otherwise),
they
ogen
get
stuck
at
the
early
stages
of
the
process:
recording
what
happened
and
how
they
felt.
So,
I
have
looked
for
ways
of
‘uns>cking’
them;
to
give
them
the
opportunity
and
encouragement
to
do
this
stage
of
reflec>on
in
class.
Today,
I
will
introduce
you
to
the
tool
of
‘freewri>ng’.
4

5. Image:
‘Parkour
Founda>ons’
by
Thor,
CC
BY
2.0
Freewri>ng
is
a
technique
popular
amongst
writers
for
increasing
produc>vity,
confidence
and
crea>vity.
It
is
useful
for
tackling
writer’s
block.
In
the
simplest
terms,
you
set
a
>me
limit
and
then
just
write.
You
have
to
keep
your
hand
moving
or
your
fingers
typing
at
all
>mes;
you
must
keep
wri>ng
even
if
your
mind
wanders
or
goes
blank.
If
you
are
bored
or
distracted,
ask
yourself
what
is
bothering
you
and
write
about
that.
You
should
not
worry
about
spelling
or
grammar
and
you
should
not
pause
to
read
over
your
work
and
correct
mistakes.
You
have
to
carry
on
wri>ng,
no
maIer
how
much
you
think
it
might
be
nonsense.
When
the
>me
is
up,
read
through
what
you
have
wriIen
and
highlight
any
useful
sec>ons
that
you
want
to
come
back
to.
This
is
an
approach
which
can
be
used
in
a
number
of
different
ways
with
students.
You
could
use
it
at
the
start
of
the
class
to
get
students
to
5

6. Image:
By
kind
permission
from
Sabine
LiIle.
ACTIVITY:
In
the
session
you
will
work
together
on
a
short
task.
You
will
then
be
given
instruc>ons
for
reflec>ng
on
that
task.
6

7. IMAGE:
Kenneth
Rougeau
‘Alice
through
the
looking
glass’
CC
BY
2.0
We
will
complete
the
session
with
a
period
of
meta-­‐reflec>on;
reflec>ng
on
the
process
of
reflec>on
as
experienced
today.
7