Reflection Workshop Notes

Reflection Workshop

Alvaro & Prerna

Overview

• Focus on identifying themes and updating the foundational reflective model of What, So What, Now What.

Part 1: Identifying Themes

Seminar Week 5

• Discussion on the What, So What, Now What model of Reflection:

  • What: Noting what has been learned.

  • So What: Understanding the significance of the learning.

  • Now What: Using the learning to inform future actions and plans.

• Introduction of themes as a linking mechanism for content.

• Reference to Rolfe et al.'s (2001) Reflective Model.

Linking Elements Via Themes

• Framework:

  • Learning 1 (What)

  • Learning 2 (What)

  • Learning 3 (What)

  • Interpretative Point A

  • Interpretative Point B

  • Evaluation of Learning (So What)

  • Future Plan 1 (Now What)

  • Future Plan 2 (Now What)

What are Themes?

• Definition: Themes refer to connections and commonalities across reflective notes that aid in identifying broader patterns in learning and engagement.

• Similar to thematic analysis or categories in grounded theory.

• Encourages a holistic view of the learning experience.

Why Use Themes?

• Benefits of using themes include:

  • Establishing connections among the elements from What, So What, Now What.

  • Demonstrating a more comprehensive understanding of psychology.

  • Aiding in the development of a cohesive narrative rationale.

An Example

• Reference to reflection document available on Blackboard:

  • Materials located in "Learning Materials > Week 11 Materials > Reflective Workshop".

• Encouragement to review the document to analyze the example of theme application.

Discuss in Pairs (15 minutes)

• Discussion questions:

  • What is the purpose of themes?

  • Do they assist the writer in connecting content?

  • Do they help establish a narrative thread?

  • Identify elements of What, So What, Now What within the example.

  • Discuss the social and developmental content, as well as engagement in seminars or Food for Thought activities.

The Example is Not Perfect

• Note: The example provided is incomplete with a word count of 768 words.

Discuss in Pairs - What Do You Think? (10 - 15 minutes)

• Discussion prompts:

  • Identify additional information that could solidify key points.

  • What theoretical points should be emphasized?

  • Recognize any methodological aspects worth expanding.

  • Suggest additional sources that could enhance the reflection.

  • Determine the next steps in the reflection process.

  • Explore if another theme should be introduced or if another "What" is relevant.

Do You Need to Use Themes?

• Clarification: Themes are a tool; their use is optional depending on the writer's preference.

End of Part 1 - Break

Part 2: Guidance for Reflections - Updating the What, So What, Now What Foundations

Reflective Writing

• Objective: Develop a cohesive and well-connected narrative encompassing:

  • What has been learned.

  • Interpretative insights (thoughts and feelings).

  • Evaluations of learning significance (So What).

  • Future plans based on the learning acquired (Now What).

First: What?

• Focus on updating the reflection by considering newly acquired knowledge since the last seminar.

Step 1 – Brainstorming Ideas (10 Minutes)

• Write down:

  1. Activities undertaken (e.g., readings, lectures).

  2. Insights learned about social and developmental psychology.

  3. Personal engagement observations in the module.

Second: Interpreting and Giving Meaning to the “What”

• Purpose: Begin to assign meaning to the learning experiences noted.

Step 2 – Building Up Your Reflection (8 Minutes)

• Reflect on the feelings associated with what you have learned:

  • Why were certain topics found interesting or boring?

  • Consider why the module focused on specific topics.

  • Analyze how the content shaped your opinions and vice versa (prior perceptions impacting engagement).

Third: So What?

• Transition to evaluating the significance of the learned content.

  • Questions to consider:

  • Why are those addressed issues important?

  • What are the implications for psychology?

  • Identify limitations and gaps within your learning.

  • Reflect on how understanding the concepts assists in navigating the world.

Step 3 – So What? (8 Minutes)

• Review the insights and feelings related to the learning.

• Consider why these matters lead to future academic and personal decisions.

Step 4 – Now What?

• Investigate future plans and decisions made as a result of your learning:

  • Questions:

  • What are the next steps in your academic journey?

  • What lessons carry forward into future studies or life experiences?

  • Reflect on the value gained from the reflective process.

Step 4 – Now What? (8 Minutes)

• What insights can be brought into the coming semester or beyond the degree?

• Importance of self-reflection regarding your thoughts and feelings about the learning journey.

Reflection Framework Recap

Rolfe et al.'s (2001) Reflective Model

• Reiterate the learning framework:

  • Learning 1 (What)

  • Learning 2 (What)

  • Learning 3 (What)

  • Interpretative Point A

  • Interpretative Point B

  • Evaluation of Learning (So What)

  • Future Plan 1 (Now What)

  • Future Plan 2 (Now What)

Individual Activity (10 minutes)

• Review the various points listed in your What? So What? Now What? framework.

• Identify connections and themes emerging from your learning experiences.

Final Notes

Reflective Focus

• Remember the aim is to reflect on various aspects of learning:

  • Learning about the module.

  • Learning about the broader world.

  • Learning about personal engagement and insights.

• Emphasize interconnected points in reflections.

Emphasis on Concrete Reflections

• Avoid vague statements about understanding.

• Provide specific insights and articulate their importance.

Importance of Citations

• Highlight the necessity of appropriate citations when discussing psychological content.

Questions?

• Opportunity for participants to raise questions or seek clarifications.