Like Driving a Car: Reflective Practice

A response to the Like Driving a Car Activity
created by Kim Moore (@kmoore)

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Like Driving a Car: Reflective Practice 

In our courses, several assignments require students to ‘reflect’ on their learning. This type of activity supports the concept that reflective practitioners continue to grow and become more effective in guiding clients. However, we have assumed that students have been taught somewhere before our post-graduate program how to reflect to guide their growth. It becomes evident after the first assignments that this is a new concept for many students.  

The skill components needed to master this concept lie in being able to ask themselves questions and objectively answer about the experience. For instance: 

  • Identifying and monitoring their emotional response –  eg How did it feel? What resonated or caused discomfort? What might this be pointing towards? 
  • Identifying success and areas for improvement – what went well/worked and why? What did they fumble? What might they do differently and why?  
  • Considering blind spots or understanding personal development might be necessary – What feedback do I need to keep improving? Who could help me with this? What resources could I use? What do I need to change within myself to be comfortable with this? 
  • Understanding the importance of information, technique, or activity. Why is this important? How will I use it? What other information do I need to implement it in my practice? 
  • Track progress, especially when learning new techniques, tools, or strategies, to see improvements or adjustments over time.