Updated: Feb 2
By Clive Martlew, Senior Associate Consultant, Taylor Clarke
How do we learn? I’ve been reading the excellent Make it Stick: The Science of Successful Learning by Brown, Roediger and McDaniel - with an eye on what it can tell us about reflective practice. What struck me was the central role that reflection can play in almost all aspects of an evidence-based approach to learning. Reflection is the crucial habit that can turn day to day experiences, training events, knowledge acquisition and observation into genuine opportunities for learning and change.
The evidence is pretty strong that there are a few things we can do to learn more effectively. These key learning practices include:
Retrieving a meaningful event, experience or training from memory and describing it to ourselves or others verbally or in writing. This helps make the experience meaningful and connects it to what we already know.
Deepening this description by asking (or being asked) challenging questions to increase our insight, for example about the emotions we felt, how others saw it, its meaning and impact and lessons learned.
Repeating this process multiple times perhaps looking at the event from different perspectives or trying to recall those parts that weren’t initially brought to mind. Spacing and repetition like this helps consolidate learning and clarifies the most salient aspects of the experience.
Regularly retrieving and reflecting on multiple different types of events improves our ability to identify different types of challenge and therefore the chances of applying the correct solutions in future.
Elaborating on events and experiences by representing them in different ways, for example in writing, verbally, in a diagram or picture, through poetry, a bullet list, using metaphors, or storytelling. Elaboration helps us find different layers of meaning and connects new learning to existing knowledge.
Testing our judgement about what happened, its meaning and what we learned by exposing our reflections to the scrutiny of others such as a trusted peer or learning group. This helps overcome the ‘illusion of knowing’ and helps adjust our judgement to better reflect reality, or at least take account of a wider variety of possibilities.
Generating learning experiences for ourselves by setting a challenge, solving a problem, or experimenting with a new behaviour, and perhaps envisioning and rehearsing how these might play out in practice. This can be followed by seeking relevant theory or empirical evidence to make sense of what happened.
Investing in time for reflection helps us achieve all these learning benefits. As the Make it Stick authors observe:
“Some people never seem to learn. One difference perhaps, between those who do and don’t is whether they have cultivated the habit of reflection.” (p.66)
What next? Reflective Practice for Leaders Community
Reflective Practice for Leaders: supporting leaders to reflect, learn and grow. This is a virtual community with live, online sessions held every Wednesday from 3rd Feb 2021- 31st March 2021 at 3pm
The Reflective Practice for Leaders community will begin with a live 90 minute interactive online workshop introducing Reflective Practice, including opportunities to share ideas and experience with other participants. This will be followed by eight, weekly, 30 minute community meetings. These will be a mix of:
Guided reflection using a variety of reflective practices
Introductions to new reflective tools
Sharing best practices already in use by Community members
Building a Community resource on top of the Taylor Clarke Reflect2Learn Starter Pack drawing on the experience of Community members
The Reflective Practice for Leaders community will have access to a private online platform hosted by Clive Martlew to facilitate conversations and share resources between the weekly events. The platform will provide a safe forum for discussion and knowledge exchange with other members of the community.
Who’s it for?
The Community will be of value to anyone interested in maximising the benefits of experiential learning for leaders but especially to:
Leaders at any level looking to explore the power of reflective approaches to their own development
Executive coaches, Learning and HR professionals seeking to explore and develop reflective resources for use with/by their clients
Leaders of Professional Development activities and supervisors in many professional domains where Reflective Practice is required for professional accreditation
Reading. In previous blogs I’ve discussed some of the main approaches to reflection and how to use them to develop leadership capabilities.
Clive Martlew has over 30 years experience as a leadership coach. He was previously Head of Learning and Leadership Development with the Scottish Government and at the UK Department for International Development (DFID).