The benefits of regular reflective JOURNAL writing

Reflective writing enables the documentation of experiences, thoughts, questions, ideas and conclusions that signpost our learning journey. A scholarly approach to creativity requires critical inquiry into practice and into learning; change and improvement result after reflection, planning and action. Keeping a journal develops this as part of our every day practice.

Reflective writing provides an opportunity for us to think critically about what we do and why. It provides
- a record of events and results and our reactions to them,
- data on which to base reflective discussion,
- opportunity for us to challenge ourselves and what we do and to free us to do it differently and better,
- impetus to take action that is informed and planned,
- the means to develop a personal philosophy of design,
- an opportunity to view our designing objectively and not see all problems as personal inadequacy,
- increased confidence through increased insight
- basic documentation to support future entries in our learning

Ideas for getting started on reflective journal writing:

1. Use an Agenda

- What is the current problem or issue? Describe the context
- What additional information would be useful?
- How is it related to other issues?
- Who or what could help?
- What are my assumptions? How can I test them?
- What can I do to create a change? Be as adventurous as you can
- What are the possible outcomes of these?
- What action will I take? Why?
- List the outcomes you hope to achieve.
- Reflection on the actual outcome What worked well?
- What could I do differently next time.

REFLECTIVE JOURNAL (PAGE 2)
2. Focus on the experience and think (not aloud) in writing:

Take something you have read in the literature on (area of interest), or take something that occurred as part of your activities undertaking this module and use the following questions to guide your reflection:
- How does this connect with an aspect of my practice?
- What are the teaching and learning principles that are involved?
- What could I change in relation to this?
- What would happen if I did?

3. Focus on a critical incident that took place in your studio/classroom.
- Describe the incident as objectively as possible.
- What were the assumptions that you were operating with?
- Is there another way to see this event?
- How would your students explain this event?
- How do the two explanations compare?
- What could you do differently?

4. Taking stock of my learning
- What is the most important thing I have learnt about design (or area of choice)?
- What is the most important thing I have learnt about my designing?
- What is the most important thing I have learnt about my teammates?
- How can I use my learning to improve my ability to be creative?

And from time to time...
- What has using this journal confirmed that I already know about my creative process?
- What do I need to do to improve the quality of what I do?
- What might I do instead of what I do now?
- What innovation could I introduce?
- What professional development activities should I be seeking?
Adapted from: Boud, D (1995) Reflection: Turning Experience into Learning