AWARD REGISTRATION

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) Education Reflective Practitioners (San Francisco, Jossey-Bass)

The submission of a 3000-3500 word Reflective Practice Assignment. The Reflective Practice Assignment will take the form of a piece of writing detailing your learning and development as a reflective practitioner.

PASS CRITERIA
Criteria for the Reflective Practice Assignment are:
- 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.

- Logical and clear conclusions/proposals based on specific practice and identifying actions that leads on directly from reflection

- Application of theory to practice in order to develop appropriate strategies in an ongoing situation.

- Logical and clear presentation that is appropriately referenced.


MERIT CRITERIA

- Good awareness of the relationship between theory and practice which is well articulated and illuminating.

- Well organized links between theory and practice as demonstrated in own practice.

- Considered evaluation 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 conclusion which demonstrate engagement with the literature and shows reflection on or change in practice.

DISTINCTION CRITERIA

- Well argued application of theory to practice in order to develop appropriate strategies in an ongoing situation

- Creativity and originality in the application of theory to practice in order to develop appropriate strategies in an ongoing situation

- 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 comples situations and contexts.

- Logical and clear conclusions/proposals which show perception and insight when used as the bases for specific practice and identifying actions that leads on directly from reflection.

These LEARNING STRATEGIES will occupy your time. During this time your module tutor as well as your Account Manager will provide both support and advice as well as check on your progress. Normally you will be working as a group and you should anticipate participation in 2 group workshops of 5 hours. You will be allocating much of your early work to ensuring that you have a sound understanding of the nature of reflective practice and the assessment task. It is important that you submit early drafts of your Reflective Practice Assignment by no later than 2/3 of the way towards your deadline for final submission. Formative feedback will be given on all drafts of work.

There will be a focus on the applications fot 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 1897). 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.

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