Hi, and welcome to section five. As we are all individuals with unique needs and perspectives, one size may not fit all. Here we are going to continue exploring the world of critical reflection by looking at some other models that you may find useful to apply in place over along with the wet. So what now what model? The Brookfield model was developed specifically for teachers. However, I think we all can benefit at times by looking at a situation from different perspectives.

Of course, first of all you want to consider and be clear on your own perspective. Then you go on in this model to consider the perspective of others involved in the situation. What were their responses and what feedback Have they given you? You could also imagine And how you would have experienced the situation if you were in their place. The third perspective is that of your peers, those with similar skills and knowledge to you. That could be other persons in your profession.

It could be other mothers or fathers, it could be other friends depends on the situation. What would they have done your peers in the situation? What feedback would they give you, if you have a chance to ask a peer for feedback, that's even better. The fourth lens is the theoretical perspective. This will vary depending on the situation but basically, it's what you know already, or what you can find out through reading, listening or discussion with knowledgeable persons that may have an impact on the situation. This could include a moral or ethical code that you follow or believe in, you could refer to Scripture self help literature, societal norms or laws, even the rules of etiquette.

For those in professions, it may be the scholarly literature that you're looking at. You want to see how this information applies to the other three perspectives? Does it help you gain new insights in a better understanding of the situation? For example, in the healing profession, such as nursing, the gold standard is evidence based practice, or practices that have been proven in clinical trials to be effective. Therefore, if something you tried had an unfavorable outcome, you may want to check and see what the evidence says is the best way to do it. If you're a parent or spouse, you may want to consider what some parenting or marriage experts have to say on the subject.

The John's model was developed for nurses and I've rephrased it a bit. To make it more broadly applicable, John's model is another way to help you organize your thoughts about an experience by examining a situation from various angles. Although their angles are different from Brookfield, you will first look inward to understand your personal feelings and reactions to an experience. Then you look outward to describe the situation objectively. Then you examine the aesthetics, or the actions and consequences of the situation. Next comes the personal, why you felt the way you did in the situation.

Then the ethics, your ideals and values and what influenced your response in that situation. Then comes the empirics. What informed or could have informed you about the situation? This one's a lot like Brookfield theoretical lens, and lastly, reflexivity. What you can learn what you could do better how you feel about that. Experience now, all those nice reflective questions.

The idea is to help you go deeper into a dilemma and learn as much as possible from it. I have included a printable PDF of the actual questions in the resource section. The Atkinson Murphy model is similar to the what So what now what model, but maybe more helpful in highly charged situations because of its emphasis on feelings, especially in steps two and three. They start with your awareness of a disorientating dilemma, then asks you to describe your feelings thoughts, discomforts about the situation. The next step is to analyze or interweave your feelings with your thoughts and knowledge by comparing your emotions and assumptions with the reality or some new information you are faced with. And this way you may find that some of your assumptions need to be examined.

They encourage you to use your imagine and exploring alternatives. For example, are you assuming that you are completely right and someone else is completely wrong? This happens to me a lot, and is almost always an inaccurate perception. Maybe there is a middle way. In the evaluation stage, you consider if what you have come up with in your analysis is useful to your situation. For example, will the middle way or compromise bring you closer to your goal, you then identify the lessons learned and how you will apply them.

All in all, it is a great tool if you want to dig a little deeper and reinforce your learning from experience. This 21st century reflective practice is a video you can see the address there and it's also on the resource page. It's not specifically a model, but I put it in here because it's just really, really interesting. I think their perspective on things and so anyways, doctors lodge mccammon and Brad Parker point out that most people now walk around with a video camera in their pockets. This gives us a tool to reflect in ways that go beyond just thinking. They recommend that in order to assess your performance, especially when having to deliver a speech or lecture, you record yourself.

They admit that the video will give you a raw, objective view of yourself and that most people will experience a strong disequilibrium. They encourage people to work past this using their four step plan. In the first phase, it is normal to be consumed by your physical appearance. You can move past this by either making changes for example, combing your hair, changing a stained shirt, or secondly accept things you can't change. Their motto is change what you can accept the rest. In phase two, you focus on the behavioral attributes, smiling, blinking sound of voice use of our um once again, they urge you to change change what you can accept the rest.

In the third phase, you start to think about how others are receiving you. How expressive are you? How confident Do you look? You were thinking about the emotional impact on your audience content skill performance. Once again, it is a case of change what you can and accept the rest. phase four is about responding to feedback.

The first kind of feedback is unsolicited. The second one is about comparing the products of others with your own. The most advanced type of feedback is solicited, you ask and expect to receive critical feedback. You have mastered phase four when you are able to receive both positive and negative feedback with equanimity and are able to apply the feedback to improve your presentation. Once again in all phases, you change what you can and accept the rest. As you get more advanced in this reflective practice, you will find yourself spending more and more time in the latter phases.

I can vouch for this. It took me a while to get over myself when watching the speak for my online courses. Once I did, I was able to focus on how my message was coming across. I think that's a good way to look at all types of critical reflection. You always need to get beyond yourself your self recrimination, your impulse to try to save face, and just truly focus on the meat of the matter. To reinforce your learning, I suggest that you test drive one or more of these models.

Each one has something unique to offer. So pick the one or ones that resonate with you the most. I invite you to apply it to a situation in your life. It could be the same one that you used in the first exercise. You can see if you can glean further insights by revisiting it in a different way. You could use a completely different situation, when it seems to you more suited to one of these alternatives to what So what now What?

Once again, I would love to hear from you about your impressions