If life is what happens to our plans, then dance is what happens to our steps.
ideas sometimes when you wait they come to you.

Preparation for starting with BAPP

Thursday, 19 March 2015

Using Reflection to Navigate the constellation of experiential learning: On-line 'Campus' Session with a focus on Module One

Yesterday we had our On-line ‘Campus’ session with a focus on Module One this session was about Using Reflective Practice…

First: step read my post below, On-line ‘Campus’ session with a focus on Module Two not just for those doing Module Two
…think about it!!

 So in this session we talked about Reflection BUT not as a separate ‘thing’ (not as a separate artefact of Module One – just practicing using the word thing and artefact ready for Module Three – see on-line Campus session with a focus on Module Three post below – that it wouldn’t hurt to read too)

Yes, not looking at Refection as a separate ‘thing’ introduced in Module One but looking at Reflection as a part of three strands that begin in module One and are carried on across the course.
These strands are:
1.    The Tools we use to do things (In module One you are introduced to the tools of communication of Web 2.0. Module Two you are introduced to the tools of qualitative research inquiry like interviews and observation…)

2.    YOU – Engaging with your ideas, communications and world by looking at what you think and feel = Reflection

3.    Other people’s ideas – such as networking (emphasised Module One) or literature Reviews (emphasised in Module Two).

These three strands are all inter woven in the context of YOUR professional practice, (which is what the course is about BA in Professional Practice). So don’t get caught up in reflection as if it was a thing by itself. It is apart of the constellation of ideas we are drawing on to develop your professional/artistic practice.

That being said: I asked how the reflection tasks are going?
People said they were interesting and talked about them a little like ‘tasks’. I pointed out that none of the task should feel like a bolt-on to your busy work day. They are there to be explored within the context of your work (Work Based Learning, see what I mean?). Then we started to think about ways we already reflect or remind ourselves of things. These methods are often things you have learnt to do in the heat of the moment out of necessity. The point of this course is to give yourself time to experiment and play and push the boundaries. So that you can find out useful methods of working not just what you came up with on the spot in the heat of the work day. So rather than think of the tasks are ‘tasks’ play with the ideas a bit. You don’t have to successful in capturing the whole day in every reflective method you try out. Maybe you do the list version and find it totally doesn’t capture your day but it is a great way to notice some of your subconscious thoughts; giving a great tool for reflecting on your day from an intuitive perspective. Have fun trying to use pictures instead of words to capture moments or reflect on events. Give yourself time in these reflective task to start to unreel the layers of thinking you do about events.

We are really just practicing for an on-going relationship with reflection across the course and on into your Professional Practice. This is because we believe that an important skill in Professional Practice is the Arts is reflection and not just the kind you managed to find on the spot one time and you know always ‘works’ but lots of different ways to listen to yourself and others around you.

Please notice that this is all within the context of your professional practice and should be woven with other ideas in the Module.

For instance: Thinking about the theory of Reflection-in-action and Reflection-on-action Ellie talked about then reflecting on weather she does one or both when teaching. Reflection tasks got her to start trying out more reflection-in-action. Giving her the confidence to try to be more responsive to student needs at the moment rather than after reflection at the end of the day and therefore responding in the next class. This is a great example because it is about reflection, theory introduced in Module One and Professional practice (work). This is something Ellie might write about as part of her final Reflective Essay submission for Module One.

Throughout Module One we want you to weave these all together to get a sense of who, what, where YOU are.

Other points –
Make sure you know what you are handing-in (a reflective essay etc..) and when (May 12th) at the end of the Module

Give yourself time to play with ideas in the Module – Don’t go through it ticking boxes. This first Module is about time to work out what you are, what influences you, what your networks are like, how you are portrayed (especially on-line), what direction you are in after your training etc…

Have a look at what other people in the session thought:

Let me know what you think in the comment below.


  1. Hi, I've just posted my thoughts on the session here: http://catherinehayward.blogspot.co.uk/2015/03/group-skype-session-with-adesola-18th.html
    It was really helpful for me to talk to everyone, because I can now see the course as license to explore my everyday work and life. I've never given myself this much time to reflect on what I do and why and where I'm headed.

  2. Adesola,

    For me, I found that discussing how all the tasks are interlinked and should not be seen as a 'box ticking exercise' was extremely useful. I also found talking about reflection in relation to our professional practices (and giving examples of this) helped me to understanding reflection more clearly.

    I have posted my thought about the session on my blog:

    It was useful session because I now feel less pressured to 'get things right' and feel I can experiment with reflective practice in my work place.

    Many thanks,


  3. Thanks everyone - sounds like a good session!