Methods Of Reflective Practice

Reflective practice are methods and techniques that help individuals and groups reflect on their experiences and actions in order to engage in a process of continuous learning. By trying out methods of reflection and personal inquiry we can nurture greater self-awareness, imagination and creativity, as well as systemic, non-linear modes of thinking and analysis. Reflective Practice is a very adaptable process. It is a set of ideas that can be used alongside many other concepts for training, learning, personal development, and self-improvement. We can use Reflective Practice for our own development and/or to help others to develop. Especially in students, to develop their higher order thinking skills.
Donald Schon’s book (1983) The Reflective

Since the 1970s, there has been a growing literature and focus around experiential learning and the development and application of reflective practice.
According to Argyris and Schon (1978) Reflection-in-action can be described as the ability of a practitioner to "think on his or her feet", otherwise known as "felt-knowing". Within any given moment, when faced with a professional issue, a practitioner usually connects with their feelings, emotions and prior experiences to attend to the situation directly.
On the other hand, Reflection-on-action, is the idea that after the experience a practitioner analyses their reaction to the situation and explores the reasons around, and the consequences of, their actions. This is usually conducted through a documented reflection of the situation. However, this notion goes beyond just looking back on experiences and exploring the reasoning behind actions. Rather, it brings into action Schon's notions of "responding to problematic situations, problem framing, problem solving, and the priority of practical knowledge over abstract theory" according to Shapiro, Harvey

Reviewing practice through these lenses makes us more aware of the power dynamics that infuse all practice settings. It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run. Brookfield argued that these four lenses will reflect back to us starkly different pictures of who we are and what we do. a) Lens 1 - Our autobiography as a learner. Our autobiography is an important source of insight into practice. As we talk to each other about critical events in our practice, we start to realize that individual crises are usually collectively experienced dilemmas. Analyzing our autobiographies allows us to draw insight and meanings for practice on a deep visceral emotional level, b) Lens 2 - Our learners' eyes. Seeing ourselves through learners' eyes, we may discover that learners are interpreting our actions in the way that we mean them. But often we are surprised by the diversity of meanings people read into our words and actions. A cardinal principle of seeing ourselves