Reflective Writing with Lee Campbell
Dr. Lee Campbell’s session on reflective writing provided insights into how to approach personal reflection in a structured and meaningful way. His emphasis on moving beyond mere description to deeper analysis and learning reminded me of the words of John Berger whose compilated critiques of portraits i read 2 years ago and how Berger situates any topic in the context it surrounds itself with. Campbell reinforced the idea that reflection is not just about recounting experiences but about interrogating them to understand their impact and significance.
One of the most useful takeaways was the importance of structuring reflections using models like “What? So What? Now What?” and Kolb’s Reflective Cycle. WSWNW allows clear demonstration of PEEL paragraph in more reflective settings rather than analytic and accurately displays Kolb’s reflective cycle. For example:
“For me, the most significant learning was when I logged up a bunch of blogs for Never Such Innocence pre-schedule and they ended up being chronologically irrelevant due to scheduling and global political issues. This experience helped me realise I needed to plan for contingencies. As a next step, I will be reorganising the schedule spreadsheets and fill in leeway posts that I’m able to use to reduce my strict workload and make it easier to focus on other tasks.”
The discussion on critical incidents was another key learning point. The idea that a single moment—whether a challenge, success, or realisation—can provoke deep reflection helped me think differently about my own experiences. Rather than viewing reflection as a broad summary of an entire placement, it makes sense to focus on specific pivotal moments that shaped my growth. which is why I’ve decided to write notes on tasks and how to resolve them so I’m able to reflect on the issues that hold me back in the placement and how to further the experience. This approach will not only make my writing more engaging but also help me better analyse the impact of my experiences.
Another significant takeaway was the contrast between primary and secondary research in reflective writing. The example of seeing the Mona Lisa in person versus in a book illustrated how first-hand experiences shape our understanding in ways that secondary research cannot. This made me realise the importance of fully immersing myself in my placement and documenting personal experiences as they happen. Stuff like going to Natasha Kumar’s exhibition, a judge at NSI, and going to the theatre with Lucy French OBE, the CEO, means I am absorbing as much as just superficially recording everything that happens in a day.
Dr. Campbell’s emphasis on inclusive reflection—considering both successes and challenges—was also crucial. It is easy to focus on positive moments, but real learning often comes from difficulties. Acknowledging and analysing what didn’t go well, why it happened, and how I responded will help me gain deeper insights and improve my problem-solving skills.
Lastly, the session made me reflect on my own writing habits. I realised that I sometimes fall into the trap of simply describing what happened without truly engaging with the meaning behind it. Moving forward, I plan to apply the structured reflection techniques discussed in this session to make my evaluative report and presentation more analytical and impactful. I will also actively use reflective prompts to push my thinking further and ensure my writing effectively conveys my learning journey.
Overall, this session reinforced the value of critical reflection as a tool for personal and professional growth. By integrating these strategies into my reflective writing, I hope to gain a clearer understanding of my experiences and use them to shape my future decisions.
