Reflective Practice Workshop
From a student’s perspective.
Reflection is one of the areas of education that I find fascinating. Very often we view reflection and doing as two different things. However, doing and reflecting are complimentary. Schon was a great advocate for this.
In “reflection-in-action,” “doing and thinking are complementary. Doing extends thinking in the tests, moves, and probes of experimental action, and reflection feeds on doing and its results. Each feeds the other, and each sets boundaries for the other” (Schön, 1983, p. 280).
I was inspired by the workshop that Lesley Raven delivered online about ‘Reflective Practice’. This made me review my positionality as a student.
Fig.1. Lesley Raven presentation slide 4. Learning outcomes. (Raven, 2025)
We looked at defining ‘reflection’ on Padlet, this brought an alignment of thoughts. This reinforced what I practice in my own workshops to ensure that there is a common understanding.
Fig.2. Padlet feedback
Clarity and the use of unknown terms and terminologies is crucial within a presentation. There have been many times when during my educational journey terms have not been explained and this has resulted in me losing confidence or not engaging. However, the flip side is that this can also allow the student to be proactive and to investigate independently.
‘The best learner is one with excellent skills in independent learning;’ (Beale, 2019).
Lesley was engaging and provided activities that consisted of drawing or using text to map out our practice. The question was asked what was the essence of my practice? This question allowed me to think about my position and my teaching approaches. I felt that the slides were packed with lots of information.
Fig.3. Lesley Raven presentation slide 19. 5 Theories in Schon’s Reflective Practice that Support Design Practice. (Raven, 2025)
Lesley did apologise for overloading the slides, this was so we could review the information later. This is something that I do occasionally. It was interesting to see how this can impact a student’s engagement. As an action, I will offer handouts for any excess information to create a less front-loaded session.
Fig.4. Lesley Raven presentation slide 4. Drawing Task 1 Understanding Practice. (Raven, 2025)
The maps were to be completed in black for the essence of my practice, ontology. Blue was for how knowledge is constructed in my field, epistemology. Red was for how your background, experiences and identity shapes the way you teach, reflexivity. This was according to Schon’s reflection in action theory.
Each slide was carefully mapped with the learning outcomes, which was helpful. This is something I will include more in my practice.
Fig.5. Gem Smith workshop drawings. (Smith, 2025)
Fig.6. Peer workshop drawings.
Fig.7. Peer workshop drawings.
Reflection
Some of the terms used I was unfamiliar with, but they were explained fully at the end of the presentation. This initially took me off course. This reminded me of my student’s experience when terminologies when not explained from the outset, this can often lead to disengagement. I liked the way that the drawings and text slowly built an example of Schon’s theory. This is something that I will take away and include in my practice. The art of building reflection through images and text in a colour coordinated and synchronised form. The idea of reflecting in action and reflecting on action was up for debate.
Fig.8. Lesley Raven presentation slide 19. Reflection in Action. (Raven, 2025)
The idea of reflecting often requires time and space to make centred considerations for growth to take place. (Dewey, 2022, p.9)
In my practice we encourage students to take time to pause, reflect and to critically think about their work. I like how Gibbs reflective cycle highlights how to use reflection to work through an experience.
Fig.9. Gibbs Reflective Cycle. (MA Education LTD, 2023).
References:
Beale, J. (2019). The Importance of Independent Learning Skills. [online] CIRL. Eaton college. Available at: https://cirl.etoncollege.com/the-importance-of-independent-learning-skills/ [Accessed 18 Mar. 2025].
Dewey, J. (2022). How we think. [online] New York: D. C. Heath & Co Publishers, p.9. Available at: https://pure.mpg.de/rest/items/item_2316308/component/file_2316307/content [Accessed 18 Mar. 2025].
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. (Reprinted in 1995).
Image References:
Fig.1. Lesley Raven presentation slide 4. Learning outcomes. Available at: TLEPCACAT01110124/25: Lesley Raven’s Lecture: Reflective Practice (12 Feb 2025) | Moodle (Accessed 18 March 2025)
Fig.2. Padlet feedback. Available at: https://tinyurl.com/56edpef8 (Accessed 18 March 2025)
Fig.3. Lesley Raven presentation slide 19. 5 Theories in Schon’s Reflective Practice that Support Design Practice. Available at: TLEPCACAT01110124/25: Lesley Raven’s Lecture: Reflective Practice (12 Feb 2025) | Moodle (Accessed 18 March 2025)
Fig.4. Lesley Raven presentation slide 4. Drawing Task 1 Understanding Practice. Available at: TLEPCACAT01110124/25: Lesley Raven’s Lecture: Reflective Practice (12 Feb 2025) | Moodle (Accessed 18 March 2025)
Fig.5. Gem Smith workshop drawings. Available at: https://moodle.arts.ac.uk/mod/folder/view.php?id=1378604# (Accessed 18 March 2025)
Fig.6. Peer workshop drawings. Available at: https://moodle.arts.ac.uk/mod/folder/view.php?id=1378604# (Accessed 18 March 2025)
Fig.7. Peer workshop drawings. Available at: https://moodle.arts.ac.uk/mod/folder/view.php?id=1378604# (Accessed 18 March 2025)
Fig.8. Lesley Raven presentation slide 19. Reflection in Action. Available at: TLEPCACAT01110124/25: Lesley Raven’s Lecture: Reflective Practice (12 Feb 2025) | Moodle (Accessed 18 March 2025)