“Did I say that?”: Introducing an oral process to reflective practice to enhance student learning in a final year project

This paper reviews the introduction of an oral reflective component to a final year class practical assignment. Drawing on the theory of student involvement, feedback literacy, and the literature relating to reflective practice, the redesign of the assignment repositions the student at the centre of their own learning journey and as a sense-maker of their learning from their applied experiences. The positive outcomes in this case study suggest the approach is worthy of trialling in a wider context, to see if it is replicated and has an impact on learner attainment.