A reflective journal is a place to write down your daily reflection entries. Similarly, many postgraduate students indicated in their qualitative comments that reflective writing was valuable, again particularly in view of professional bodies’ membership requirements, though one student suggested that assessment of reflective writing was subjective and inappropriate. (2009) illustrate tensions between a classic academic orientation and vocational disciplines (such as spatial planning) which require more resource-intensive methods including reflective and experiential learning. The above analysis would seem to be supported by the findings of Roberts and Yoell (2009, pp.86–87), who propose a typology of student attitudes to reflective writing arising from students’ experience in writing learning journals as part of an architecture programme in higher education. Moreover, in order to engage students effectively, it is desirable to avoid a mechanistic or formulaic, ‘form-filling’ approach and instead to focus on long-term benefits linked to self- and career-management, with PDPs for instance, seen as part of a process rather than ‘one-off’ products (Higgins, 2002; Edwards, 2005). Furthermore, reflective writing in higher education may suffer from lack of enthusiasm from students and/or staff in the context of an increasingly congested curriculum, particularly where the relevant assessment weighting is relatively low. Consequently, critical skills might arguably be better developed for instance, through dialogue or some other form of reflection, rather than reflective writing. Theology, therapy or picket line? Notions of reflection and reflective writing are well covered in theoretical and practical literature, but it is important to note that terms such as reflection are socially constructed and subject to varying interpretations, with no clear consensus on a ‘correct’ meaning (or indeed on a clear set of benefits arising from reflective learning and writing, as indicated below). Ltd., SingaporeJourney is a registered trademark ® and trademark™ of Two App Studio Pte. Another student pointed out that additional exposure to reflective writing would be particularly beneficial in view of the membership requirements of professional bodies such as the RTPI. This research investigated the experience of undergraduate and postgraduate (including part-time) students at Heriot-Watt University (HWU) taking programmes in urban and regional planning, planning and property development, and real estate management. While the sample investigated is narrow, it may be suggested that the issues raised are of more general relevance within vocational higher education in the built environment. Furthermore, as argued above, the ‘tacit knowledge’ arising from practice is arguably necessary but not sufficient to allow effective learning (via reflection), since ‘more and more experience does not guarantee more and more learning…’ (McGill and Beaty, 2001, p.186); moreover, we may avoid confronting precisely those painful experiences and processes which are most valuable for effective reflection and learning. The questionnaires also invited qualitative comments from students on these points. The things that you can do to prepare for these experiences. This leads to the question: what might be done to address this issue? The case of spatial planning may be seen to illustrate the specific potential for, and problems of, reflective practice in built environment professions. There is no set structure for writing a reflective journal, as the diary is meant for your own use. There is a link here to the potential for a more critical approach to reflective writing and practice proposed by Ward (2008). Furthermore, many undergraduate students indicated in qualitative comments that more experience in reflection and reflective writing would be beneficial, with one student pointing out that “we are not asked to do this very often so don’t get a lot of practice”, and another suggesting that more experience was necessary to enable them to appreciate the value of reflective writing. Interestingly, a similar polarisation may also be seen in students in higher education (as explored below) since some see reflective writing as useful and even life-changing, while others (perhaps the majority) apply a more instrumental approach, often seeing little long-term benefit. Nevertheless, Ward (2008) argues that the APC mechanism may be rather unambitious in its interpretation of reflective practice as essentially professional development. For more information view the SAGE Journals Article Sharing page. Document your adventures, road trips, places that you have visited, and discoveries that you made along the way. Take a few minutes to reflect and interpret the event. In the context of reflection and experiential learning (in both higher education and practice), a written reflective account derives its value from articulation, or converting the experience into language, to crystallise thoughts and feelings (Walker, 1985), and distantiation, namely allowing distance and objectivity, to provide insights not recognised during the experience (McGill and Beaty, 2001). This, she suggests, may be seen to equate to Schön’s (1983) concept of technical rationality, based on problem-solving rather than problem-setting, which would not seem to meet the fundamental aims of lifelong and experiential learning set out for instance by Boud et al. Reflection is increasingly applied in built environment professional disciplines because of the need to link ‘knowing what’ and ‘knowing how’ (McDrury and Alterio, 2002) and to bridge a gap in professional practice between ‘espoused theories’ (those that practitioners say they use) and ‘theories-in-use’ (those that practitioners actually use) (Argyris and Schön, 1974, pp.6–7). Please check you selected the correct society from the list and entered the user name and password you use to log in to your society website. It is hoped that this study will unearth what lies beneath the written product and highlight those forces which make writing practice more informed, both for the student as well as the teacher. The meaning of reflection is also contested. Is it working out as expected? If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Some society journals require you to create a personal profile, then activate your society account, You are adding the following journals to your email alerts, Did you struggle to get access to this article? The quantitative analysis of this data was based on five equal increments around a neutral zero, ie −2.5, −1.5, −0.5, 0.5, 1.5 and 2.5. I have read and accept the terms and conditions, View permissions information for this article. List the things that you want to achieve this week. To align future actions with your values and lessons learned from your past experiences. This is underlined by Higgins et al. There are links here to notions of experiential and action learning: as Gibbs (1988) suggests: It is not sufficient simply to have an experience in order to learn. Is there anything you should do, say or think to make the experience successful? Moreover, Peel (2009) argues more generally for a critical perspective within the higher education built environment disciplines, including the incorporation of alternative interpretations, for instance, of notions of sustainability. Reflective Journal Template . For more information view the SAGE Journals Sharing page. However, the value added by reflection, including for built environment professionals and students, is contested. Some reflection include: You can do reflect-on-action once the activity has finished based on what you can remember about it. Simply select your manager software from the list below and click on download. The primary data therefore comprised the student responses to a hard-copy questionnaire regarding reflective learning. According to Schön, there are two types of reflection, one during and one after an activity or event. For instance, while many argue it can engender ‘deep learning’ (see for instance McDrury and Alterio, 2002), Betts (2004) suggests its benefits are largely limited to therapy. This replaced the previous system which relied essentially on length and breadth of experience. Ward indicates that the log books typically illustrate a descriptive or formulaic approach, which would seem to fail to demonstrate Dewey’s (1933) critical reflection, Mezirow’s (1990) premise reflection, or Morrison’s (1995) emancipatory reflection, all of which involve a questioning of the principles which guide practice. She focuses on the use of the ‘log book’, which provides a written record of the (two year) period of the candidate’s practical experience, using a basic template including the work/task undertaken, skills or competencies developed, knowledge gained, and further skills needed. While the process often starts with pure description, this can lead to reflection, for instance, on the feelings linked to the experience (possibly assisted by dialogue), and subsequent re-evaluation of the experience (McGill and Beaty, 2001). It can be something good or bad that has happened to you that you can self-reflect on and learn from past experiences. How is it similar to/different from others? Ltd. To understand the things that have happened. What’s the ‘good’ of reflective practice in management education? They can encompass many types of document, including for instance personal development plans, all of which accumulate over a period reflective material, as distinct for instance from a descriptive diary (Moon, 2006). By continuing to browse This in turn suggests the need for clearer articulation of the rationale for, and potential benefits of, reflective writing, including the rationale for assessment where this is involved. Contact us if you experience any difficulty logging in. What is most important / interesting / relevant / useful aspect of the event, idea or situation? This supports the need for critical reflection, particularly in disciplines such as spatial planning, to supplement narrower, technical reflection, and further underlines the need for enhanced preparation for reflection within higher education. There's no time like the present - download Journey app today! Specifically, such mechanisms could seek to avoid a relatively mechanistic approach by concentrating for instance on few events or experiences explored in depth rather than a more decontextualised approach, with content informed by guiding questions aimed at highlighting how students would act differently as a result of experience. Register to receive personalised research and resources by email, Reflective Writing, Higher Education and Professional Practice. What is something you can do to focus more on your health and well-being? It is therefore significantly wider in scope that traditional land use planning. In the context of reflection and experiential learning (in both higher education and practice), a written reflective account derives its value from articulation, or converting the experience into language, to crystallise thoughts and feelings (Walker, 1985 Walker D. (1985).Writing and reflection. 5 Howick Place | London | SW1P 1WG. The basic research question was as follows: To what extent does higher education at HWU develop students’ ability to effectively reflect on, and learn from, experience, so as to prepare them for the reflective writing, learning and practice which is a necessary condition for membership of built environment professional bodies such as the RTPI, as well as for subsequent lifelong learning? These aspects of spatial planning are reflected in the Royal Town Planning Institute (RTPI)’s New Vision for Planning (RTPI, 2001), which shows how planning knowledge is as a consequence increasingly diverse and complex rather than clear and codified. Members of _ can log in with their society credentials below. He adds that deliberate reflection on experience is necessary for this process, enabling practical knowledge to complement theoretical knowledge. the site you are agreeing to our use of cookies. In addition, the fact of assessment (involving disclosure) can distort the writing process, encouraging relatively conservative, descriptive and minimalist approaches (Moon, 2006). While the log book is not itself assessed, it is a required component of the APC. A self-reflective journal helps you to create your life with intention. To share and get your thoughts and ideas out of your head. To address this research question, questionnaires applied a range of questions focusing on the extent to which students considered that they had grasped the aim and potential value for them of reflective writing and learning (acknowledging of course that these notions are contested with no clear and single meanings); the extent to which they felt they had the skills to reflect; and the extent to which they felt their higher education experience had contributed to the development of such skills. This article considers the application of reflection via reflective writing in education for built environment professional disciplines such as spatial planning and surveying, and how this is linked to subsequent application in professional practice. Find out about Lean Library here, If you have access to journal via a society or associations, read the instructions below. To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. Step back into the experience, explore your memory and retrieve what you can recall. The research aim was to evaluate the experience and perceived value of reflective writing and learning on the part of built environment students. 3099067 Thinking about something that has happened, Thinking what you would do differently next time. Within the above findings, such polarisation is apparent to some extent at both undergraduate and postgraduate levels, though, in broad terms, taking into account qualitative comments, undergraduate students appeared to be somewhat more receptive as well as more open-minded to the potential value of reflection. Language and Communication Centre, School of Humanities and Social Sciences Nanyang This could also improve the prospects for effective lifelong learning at all career stages for both students and practitioners in built environment professions, which in turn could of course enhance the potential for more effective professional practice and outcomes. Recall an event and write it down descriptively. This gap, it is asserted, implies the need to prepare students more effectively in higher education for reflective writing, learning and practice. While the extent of such a shift in reality may be contested, there would seem to be a consensus on the fact of a shift to some degree, and Ward shows how the changed interpretation of planning has impacted on the RTPI’s policy on attainment of Chartered Membership. The APC incorporates personal development planning, and provides feedback for applicants from assessors, which assists with ongoing reflective learning. Writing a reflective journal requires not only that you describe a learning experience, but also that you analyze the topics covered and articulate your feelings and opinions about the subject matter. It may even be argued that one motive for the use of reflective writing-based assignments such as learning journals may be their relative cost-effectiveness, for instance, by minimising contact time. Use the three “W”s to write reflectively. This could further inform practice in learning and teaching, and enhance the capacity of higher education to prepare students for the post- qualification professional learning necessary for professional bodies. A writing portfolio without reflection is merely a collection of written work which does not contribute to `real' learning. How do you maintain your physical/mental health? Get access to your diary wherever you are – download the free Journey app for your all of your iOS and Android devices today! Observe what is happening at the moment, as you make a particular decision. Follow the next model to keep within the rules: State the Name and Date of your reflection journal assignment. The three “W”s are What, So What and What next. 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