Context: first used for a workshop at Bangkok Patana School as part of the FOBISIA Heads' & Senior Leaders' Annual ConferenceNovember 2014.  The blurb for that workshop read as follows:As we encourage our students to develop reflective practice, we as educators also recognise the importance of self-reflection as part of our own professional learning and growth. In this workshop, James will deliver a short presentation introducing some of the main issues at stake with regards to integrating reflective practice into whole school improvement. Participants will share their school’s own experiences with others. The main learning outcome of the session will be to have an understanding of how schools might tackle some of the complexities involved in leading reflective practice amongst staff. It is partly comprised of other people’s images which I have credited.In the same spirit of sharing as those whose work I’ve borrowed, this presentation by James Penstone is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License.

1. Photo by Cayusa - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/17731548@N00 Created with Haiku Deck

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4. “process of learning
through and from
experience towards
gaining new insights of
self and/or practice”
(Finlay, 2008)

5. Photo by Peter E. Lee - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/76151808@N00 Created with Haiku Deck

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8. Image: Toby Adams on Slideshare, Creative Commons License

9. Image: Toby Adams on Slideshare, Creative Commons License

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13. Image: Toby Adams on Slideshare, Creative Commons License

14. Image is public domain as released by its author, GSE843

15. Image is public domain as released by its author, GSE843

16. Stickability
Image: ben klocek as on flickr, Creative Commons License 2.0

17. Image: Toby Adams on Slideshare, Creative Commons License

18. Image is public domain as released by its author, GSE843

19. Context
Evidence –
Impact on
Quality of
Student
Learning
Reflections
Next Steps
Image credit: Chl King on Flickr. [CC License 2.0]

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46. (Hobbs, 2007)
Photo by Nick Kenrick..Ciao back from Rome - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/33363480@N05Created with Haiku Deck

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51. How do we avoid this
scenario?
“Bland, mechanical, routinised
and unthinking ways of doing
reflective practice are too
often the result.” (Finlay, 2008)

53. References
Adams, T. (2009) The Purpose Of Reflective Practice
[Slideshare: http://www.slideshare.net/tobyadams/lo1-
the-purpose-of-reflective-practice, accessed 06-11-2014]
Brookfield, S. (1991) On ideology, pillage, language and
risk: critical thinking and the tensions of critical practice.
Studies in Continuing Education, 13(1), 1-14.
Finlay, L. (2008) Reflecting on ‘Reflective Practice’ [PBPL
CETL, Open University]
Hobbs, V. (2007) Faking it or hating it: can reflective
practice be forced? Reflective Practice, 8(3), pp.405-
417.

54. Context: first used for a workshop at Bangkok Patana School as part of the
FOBISIA Heads' & Senior Leaders' Annual Conference
November 2014.
The blurb for that workshop read as follows:
As we encourage our students to develop reflective practice, we as educators also
recognise the importance of self-reflection as part of our own professional learning
and growth. In this workshop, James will deliver a short presentation introducing
some of the main issues at stake with regards to integrating reflective practice into
whole school improvement. Participants will share their school’s own experiences with
others. The main learning outcome of the session will be to have an understanding of
how schools might tackle some of the complexities involved in leading reflective
practice amongst staff.
It is partly comprised of other people’s images which I have credited.
In the same spirit of sharing as those whose work I’ve borrowed, this presentation by
James Penstone is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 2.0 UK: England & Wales License.