Reflective Thinking and Writing

This report explores the concept of reflective thinking and writing and its significance in university life and work. It discusses the Brookfield reflective model and its application in personal and professional development. The report also delves into the structure of ideas and perspectives and the organization of thoughts. It provides insights on improving articulation and achieving balance between personal and professional objectives.

Reflective Thinking and
Writing

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Understanding on Brook Field Reflective model (2005) ...........................................................1
Structure of ideas related to Brookfield reflective model...........................................................4
Presentation: Articulation and organization of ideas and perspectives.......................................5
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Reflective thinking and writing important section for the peoples that are eventually a
part of university life and work. It means presenting self views regarding to any topic and how to
perceive it. It is also defined as an ability of reflective practitioners to present the reflection on
the experience and knowledge that achieve on the basis of views and feeling on particular
situation (El-Helou and Kalman, 2018). Eventually, it supports to carry out all the possible
changes regarding to personal and professional skills and attributes. In this report define about
the my own journey of open and distance learning programme (BNS) due to concentrate on the
various kind of issues that can took place while learning. Apart from this, Brook field reflective
model is also going to be applied to better understand of personal and professional changes while
going to though the nursing course of BNS programme.
MAIN BODY
Understanding on Brook Field Reflective model (2005)
As per the Brookfiled (2005), there are two different intent that require to reflect within
the learning and teaching in the school and universities. Herein, the first part to meet to a much
more sufficient to understand of distros educational processes and how power underpins due to
going through a certain educational programme. While, second section is that making right
amount that based on the assumption and on these question are mainly developed. It is directly
connected with the practising in order to gained experience that helps to making life too much
easier. There are mainly focusing on the rage of surface that related with the contenders interests.
It is mainly depended on the assumption that if practitioners are more reflective then they better
placed to make reliable judgement regarding to formulation of teaching, purposeful responses
and curriculum planning practices, analysis depended on the issues that faced by the
subordinator.
When there is is discussed about the Brook Field reflective model, then it is said that it is
most important crucial reflective model that involves a certain situation where concentrating
upon a range of advantage points. In this model mainly focus on the various lenses and these are
the student's point of views such as autobiographical lens, the theoretical lens and colleges' view
as well. In the present context. I have applied the particular model in order to reflect on the
feelings as well as thoughts of the journey due to undertaking a learning programme (BNS), to
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develop my personal as well as professional skills. The four lenses are based on the different
types of situation that are defined below:
Autobiographical lens: The particular lens mainly applied by me to focus on the
emotional response, unwanted physical through various responses (Davies and Meissel, 2016).
On the basis of my personal experience and feelings and present reaction are the factors that
majorly be used. As per the my point of view, there are focusing on this type of lens that possible
to provide the right amount of data that can not be gathered or pulled out due to I have only one
though and it is necessary for me to concentrate upon other's point of view. It is required for me
to concentrate on other views as well. So it is critically analysed than it is told that will help a
practitioners or me in carrying out positive results in a particular time frames. It is a time
perception for others so it is saying that related to what I am feeling as, it is may be possible that
we both were having different point of view on a specific subject.
Lens of learners' eyes: To understand the situation I can put myself in the situation of
learner and thinking and analysing the condition by focusing what happened by their eyes.
Concentrated on the response and how their stories may have may have to led knowledge. To
analysis their condition think according to them to understand the same situation. There are
consisting of learners reflection by discussing about them what happened by providing a system
of written feedback.
Colleagues' views: On this stage where I have focused on the range of thoughts of my
own peers while applying reflection. The knowledge and the analysis of my work may provide
me new insight into what happened and how can improve my work during to attending BNS
programme in suitable manner.
Lens of theoretical, philosophical and research literature: Such as make sense
regarding to my personal knowledge and improve the entire critical reflective practice. For this
purpose required to discuss in appropriate manner. These theories will help me to achieve
insights and good understanding. On this stage require to focus on the various reading to the
three other lenses based on the full view. It will supports me to think about the new steps to take
and of how I can effectively apply theory to my personal activity of learning programmes (BNS).
As per the discuss all the above lenses has supported me in concentrating upon on all the
issues that I faced in the various conditions due to concentrated on the learning programmes
(BNS).
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Exemplifying reflective account on the journey throughout BNS programme by critically
reflecting on personal and professional changes and development using Brook field (2005)
On the basis of my knowledge, critically reflective practice is a procedure of inquiry
about the professionals who are trying to discover and research the assumption the frame how
they work. By the use of four complementary lenses, objectively analytical professionals actively
examine these hypotheses: the lens of their personal life story as students of analytical study, the
glass of the eyes of the beginner, the lens of the experiences of peers and the lens of conceptual,
metaphysical and study research (Brodin, 2016). Examining the training via these lenses allows
us more conscious of those unconscious and unrecognised structures of energy that combine all
conditions of study. It supports us to discover hegemonic beliefs that we think that as per the my
best interests its actually work for long term. When I participate into the BNS programme so
examined that there are huge number of people who supports to change my personality for
personal and professional changes. Eventually, there are discussing about the major advantages
that I had concentrated on the over all journey with the help of BNS programme. In this
programme consist of flexibility, communication, discipline routine, arranged network of
contacts for self observing, spread out critical thinking and many more. As per Brook filed
model (2005), I am using thoughts (lens) of colleagues to know my professional and personal
skills and apply all the suitable changes. During to BNS programme I am facing several issues
hat supports me to identify the my own skills where I did the comparison. After the analysis I
have realised that there is required to put me more focused during to research at home. As per the
my course I am doing is belong to distance education, where I can take support of other
professional but not all the time.
On the other side, I have also focused on Lens of conceptual, philosophical and research
literature that was supported me in looking the all relevant elements that has provided into the
Brook filed model (Aryani, Rais and Wirawan, 2017). For the purpose, every third person wants
to stays similar. So as a result this model has been selected for the theoretical, research and
philosophical would straight aid me in meeting to an all new stages in certain period of time. It
could be understood that various types of examples of personal and professional skills. To
understand this taken first example of problem solving by personal skill where I had a range of
problems such as choosing the book by which, I can research in reference to the course I am
doing. Therefore, if it is critically evaluated then it is easily said that autobiographical lens is not
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good to take in utilisation. While, usage this lens may aid me in learning in much more suitable
and in effective way as well. According to second example related to though procedure, it is
defined crucial professional skill that could help me out in spreading my own knowledge in
respect to the subject that I an learning. Thus, I have utilised peers' lens due to focused on a
specific subject that I see only it from one perspective. It is pretty much required for me, to focus
on one subject and see from other eye. Through the other point of view I could have effectively
become capable to learn and do practise to fulfil the demand of the present market. Along with it
is required to concentrate and include upon different age of plans and procedure that may aid me
in reaching the aims and objective in a short span (Menz and Xin, 2016).
Structure of ideas related to Brookfield reflective model
As per the present scenario when discuss about the structure of ideas in the context of
overall scenario so I have went through the BNS programme Brook Field Reflective model,
(2005). In present time professional education become frequent calls for practitioners to be
critically reflective. According to reflection term and basic reflection advise that consisting the
qualifier basic some path or another makes the sort of reflection occurring for advance and
increasingly significant. I have evaluated that reflection is not understanding by the definition or
with the help of a little knowledge. It is manageable to execute in efficient way due to focusing
entirely on the stray pieces of process and sparing unchallenged the area, control features and
more exclusive structure that edge a field of training. Reflection is essential and valuable term
that see itself that is make a lot of practices work for the more easily and achieve the results.
Such case, this is not basic reflection that increase doubt regarding to the power connections that
permit or advance, one lot of practices viewed as in fact compelling. It evaluate that the brief of
training consist of ingrained inside them the battles between conflicting interest and collecting
that exists in the more extensive world. To focus on the reflection as basic it must have as its
absolute centre for revealing and testing the power feature that bound exercise and discover and
activity domineering precondition (these mistrustful we hold for the highest benefit when in
certainty they are neutralizing us). I accept the hypothesis on basic level and especially for the
philosophy study (Zori, 2016). It must be integral to basic reflection and by advised to change.
There is analysed the belief system that is shows own context or depicts the process through the
individual figure out how to collect of uncritically recognized and indefensible predominate
belief are applied in simple condition and activity.
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The proper systematic structure of entire views and thinking of other to focusing on the
literature review and other features would help to reaching the necessities in a short span. It is
major problem that I have critically evaluated is that creating a good systematic construction that
directly impact on the learning activity. While, in a negative manner it can be said that the entire
process could take time and it may also develop cognitive state in order to different situation.
Presentation: Articulation and organization of ideas and perspectives
Due to different activity and learning with the help of the journey of BNS programme, I
had to develop accurate strategy to carry pout the positive results that accomplished. I wanted to
create balance between my personal and professional objectives due to this would helped me out
in meeting to wanted or adequate level of my own and of my peers as well, by arranging and
maintaining the positive picture. It is important to develop strategy for the main task which I
want to achieve. Different types of individual are working in various style so it is essential and
significant for me to analysis the best appropriate strategy that I can use to increase my
knowledge and execute activities in better and effective way (Ziomek-Daigle, 2017).
For this purpose firstly concentrate on the may targets that I want to revive to crate
balance between personal and professional elements. It is essential to understand about the
targets. After set the goals, I will evaluate all the lens that are mentioned into Brook Filed Model.
In the preliminary screening, Lens of conceptual, philosophical and study literature is chosen due
to best way by which I can analysis the ability as well as skills to arrange personal and
professional beliefs. After choosing one lesson, I will improve my knowledge and skills that I
can apply in my personal life and also in professional. For this require to understand the
activities that help me carry out the different types of activities that executed in sufficient and
significant way. I am able to establish to good relations with co-workers and set my personal
aims to learn with the help of BNS program is achieved. If I am able to increase my skills as well
as knowledge then I am congenial in the case of others.
Thus, it provides me different ways to learn and improve if for future activities and
provide recommendations. On the basis of discussion about the professional and personal change
related examples, I have put concentration on the Brook field model to analysing in effective and
suitable way (Widuroyekti, 2016). There are mainly focused on the Two lens that are suitable for
the over all journey of the BNS programme that I have learnt. It is providing me better
understanding that how others think and lined with my investing skills in order to literature as
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well as secondary sources. Eventually, there are numbers of issues regarding to my education
level to focusing on BNS program. Moreover, reflection is critical reflection that moves to
concentrate on the learning activities regarding to myself as per the my own perspectives. In case
of produced, those point of view and the ways in order to reproduce and issues regarding to
social orders and a procedure does not come naturally to most individuals and must be produced
and surrogate (Padden-Denmead and et.al, 2016).
CONCLUSION
As per the above mentioned report, it is concluded that reflective learning and writing
could impact in positive manner to develop personal as well as professional skills due to going
by a specific subject. There are summarised and focusing on the Brook field theory (2005) peer
can efficaciously spread out the entire procedure of learning by selecting one or more lens for the
particular model. It is also said that the creating of an idea of treating a specific condition can be
defined as some thing that may aid an individual to make right decision in a shorter period of
time.
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REFERENCES
Books and Journals
El-Helou, J. and Kalman, C. S., 2018. Reflective writing for a better understanding of scientific
concepts in high school. The Physics Teacher. 56(2). pp.88-91.
Davies, M. and Meissel, K., 2016. The use of Quality Talk to increase critical analytical speaking
and writing of students in three secondary schools. British Educational Research
Journal. 42(2). pp.342-365.
Brodin, E. M., 2016. Critical and creative thinking nexus: learning experiences of doctoral
students. Studies in Higher Education. 41(6). pp.971-989.
Aryani, F., Rais, M. and Wirawan, H., 2017. Reflective learning model in improving student
critical thinking skills. Global Journal of Engineering Education. 19(1). pp.19-23.
Menz, P. and Xin, C., 2016. Making Students' Metacognitive Knowledge Visible Through
Reflective Writing in a Mathematics-for-Teachers Course. Collected Essays on
Learning and Teaching. 9,.pp.155-166.
Zori, S., 2016. Teaching critical thinking using reflective journaling in a nursing fellowship
program. The Journal of Continuing Education in Nursing. 47(7). pp.321-329.
Ziomek-Daigle, J., 2017. Using reflective writing practices to articulate student learning in
counselor education. Journal of Creativity in Mental Health. 12(2). pp.262-270.
Widuroyekti, B., 2016. Writing Skill Enhancement Through Reflective Learning In Tutorial
Process. Prosodi, Jurnal Ilmu Bahasa dan Sastra Program Studi Sastra Inggris. 10(1).
pp.65-79.
Padden-Denmead, M. L. And et.al, 2016. Simulation with debriefing and guided reflective
journaling to stimulate critical thinking in prelicensure baccalaureate degree nursing
students. Journal of Nursing Education. 55(11). pp.645-650.
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