Day 1 of the course involves group work and consists of three sections

1. The activities in the first session of the day are designed to encourage discussion about what it means to be reflective and to identify any benefits to being a reflective practitioner. Here there is also an opportunity to work through an example of reflective writing and to explore the module learning outcomes
2. The second session of the day is tutor lead and considers definitions of reflection and provides guidance on some particular authors and their models of reflection
3. The last session of the day involves discuss about the module assessment and preparation for day 2. In order to assist students in preparing for day 2 an exemplar talk is given and the participants have an opportunity to discuss issues raised. During this session participants also receive the course support literature: handbook, guided reading pack, and exemplars of practice

Day 2. This day consists of participants each giving a 10 minute talk about a specific incidence they wish to reflect on and then having 5-10 minutes to receive feedback from the participants on what has been said.

Formative feedback is available on drafts of the Reflective Practice assignment. Work can be sent attached to emails or given in person to the module leader. There is the opportunity for face-to-face or telephone tutorials and times for these can be made by contacting the module leader. Formative feedback can not be given on work submitted three weeks before the hand-in date.

Grade Point 7-9
Proficient, fluently, presented arguments that demonstrate understanding of theoretical issues in the application of knowledge.
Work includes critical analysis that demonstrates breadth and depth of literature and knowledge in the subject area, and originality in presentation.
The use of evidence demonstrates an understanding of the advancement of the boundaries of knowledge and is used as a basis for problem - solving.
Referencing is complete and accurate.

In this module this will cover the following:
- Appropriate selection of critical events/situations/factors as the basis for valid analysis of complex situations and contexts.
- Application of theory to practice in order to develop appropriate strategies in an ongoing situation.

Grade Point 10-12
A piece of work which meets all the requirements of a pass grade and in addition:
Presents arguments which have been underpinned by a thorough exploration of data and conceptual - based evidence which may go beyond the boundaries of the discipline. Discussion communicates ideas and arguments logically, concisely, clearly and effectively.

Grade Point 13-15
An outstanding piece of work which meets all of the requirements of a merit grade and in addition:
Demonstrates creativity and innovation.
There is substantial evidence of critique, challenge and original thought.
The arguments presented are compelling and authoritative and demonstrate synthesis to support new ideas

In this module this will cover the following:
- An excellent awareness and understanding will be shown of the subject matter when selecting appropriate critical events/situations/factors which are the basis for valid analysis of complex situations and contexts.
- Logical and clear conclusions/proposals which show perception and insight when used as the basis for specific practice and identifying actions that lead directly from reflection.

There will be a focus on the applications to the learners' practice of the following models:

The DATA method (Peters, 1991). DATA stands for the four stages in the process: describe; analyse; theorize and act.
The critical thinking method (Brookfield, 1987). A trigger event is identified and appraised by recognising the nature of the concern and translating this into a definition of the problem.
Moon input/outcome method (1999). In this method, thoughts, theories and past experiences form the basis for the reflective process with possible outcomes like resolution of decisions or uncertainty.

Brookfield, S. D. (1987) 'Developing Critical Thinkers: Challenging Adults to Explore Alternate Ways of Thinking and Acting' (Milton Keynes, Open University Press)

Clegg, S., Tan, J. and Saeideh, S. (2002) 'Reflecting or Acting' Reflective Practice and Continuing Professional Development in Higher Education', Reflective Practice, 3(1), pp. 131-146.

Dewey, J. (1933) 'How We Think: a restatement of the relation of reflective thinking to the educative process' (Lexington, MA, D. C. Heath)

Kuit, J. A., Reay, G. and Freeman, R. (2001) Experiences of reflective teaching, Active Learning in Higher Education, 2(2), pp. 128-142.

Langer, A. M. (2002) Reflecting on practice: using learning journals in higher and continuing education, 'Teaching in Higher Education', 7(3) pp. 337-351.

Moon, J. (1999) 'Reflection in Learning and Professional Development' (Kogan Page, London)

Moon, J. (1999) 'Learning Journals: A Handbook for Academics, Students and Professional Development', (Kogan Page, London)

Peters, J. (1991) Strategies for reflective practice, in R Brockett (ed) 'Professional Development for Educational of Adults and Continuing Education', No 51. (San Francisco, Jossey-Bass)

Schon, D. (1983) The Reflective Practitioner, (San Francisco, Jossey-Bass)

Schon, D. (1987) Educating Reflective Practitioners (San Francisco, Jossey-Bass)