Reflective Thinking and Writing
Experiential Education
Overview
What you will learn:
- What is reflection and why it’s important
- Several models of reflective cycles
- How to write a reflection
Introduction
Reflection is an important part of the learning process. It involves thinking critically about one's experiences, actions, and outcomes in order to gain deeper insights and understanding.
Sometimes the reflective thinking and writing process can be difficult, and models have been developed over many years as a method of helping with the process. This module will cover the importance of reflective thinking and then provide guidance on how you might approach a piece of reflective writing.
So, what is reflection?
Here is one scholarly definition:
...reflection is not an end in itself but a tool or vehicle used in the transformation of raw experience into meaning-filled theory that is grounded in experience, informed by existing theory, and serves the larger purpose of the moral growth of the individual and society. It is an iterative, forward-moving spiral from practice to theory and theory to practice.
To put this simply: reflection is serious and careful thought, that helps the thinker create meaning from an experience, and informs their decisions in the future for the benefit of themselves, and of others.
There are many ways to undertake the process of reflection. We often do it without realising what we are doing. Think back to something that has happened, that made you stop and think about it. You might have asked yourself, Why did that happen? Or I knew that was going to happen, but why did it turn out as it did? Or Gosh, that didn’t go as planned! What could I have done better? Next time I will...
Sometimes these thoughts just flit through our heads; sometimes they require deeper consideration, and actively putting in place processes to ensure more optimal outcomes. We can simply think the situation through, or talk it through (with ourselves, through a recording, with another party), and we can write it through.
It is not always easy to make sense of situations however, and then to write them in a logical progression, with deep reflection. One useful method is to follow a reflective cycle, also known as a model of reflection, or experiential learning cycle.
Why is reflection important?
Some of the reasons reflection is important are identified below:
- Enhances understanding
- Encourages critical thinking
- Facilitates personal growth
- Reinforces learning
- Encourages goal setting
- Fosters problem-solving skills
- Improves decision-making
- Enhances emotional intelligence
- Encourages lifelong learning
Models of Reflection
A model, or reflective cycles, are a way of graphically illustrating or representing an idea, and have been used to engage in reflective practice. When using any reflective cycle, it's essential to adapt it to the specific context and assessment task. These models provide a structured framework, but the depth and quality of reflection depend on the learner's willingness to engage in critical thinking and self-exploration. Possibly the most well-known reflective models, upon which a lot of current ones are based, is David A. Kolb’s reflective learning cycle. His model (below) was postulated in 1984 (p. 42).
Kolb’s work is recognised as presenting the foundations for learning from experience.
In 1988 Graham Gibbs created a structured approach to reflection, which is still commonly used today. Gibbs’ Reflective cycle guides you through each step of the reflection process.
Although you can start anywhere, this guidance starts at the top and works its way around clockwise. A template has been provided for you below.
And of course, no plan is complete until you put it into effect – actually applying all you have learnt from the whole experience. Which brings us back to ‘event’ …
And to one last suggestion: should a similar event occur, revisit this cycle. Every event is different, and each time we can gain a deeper insight into ourselves and others. Learning is lifelong, and learning about ourselves is no different.
How to start writing each section: a practical suggestion
As with the table building example at the beginning of this module, writing a reflection is a skill that can be learnt, and one way of learning how to do it is to do it.
However, sometimes it is hard to know where/how to start: writing does not always come easily, and even writing 250 words (as suggested for the first section) can sound rather daunting.
A suggestion to get started
'First, name up the experience. For example: ‘I went on a field trip as part of my University College course’.
Second, write one sentence about the experience against each of the six sections. Here are examples:
1: Description
‘The field trip was to Such and Such where I took part in Such and Such’.
2: Feelings
‘I felt elated and excited, but as the day went on I started to feel a little trepidation about my ability to do the tasks that people were demonstrating; by the end of the day I felt a little overwhelmed but I did learn a few things.'
3: Evaluation
‘The interaction with company employees and seeing a little of what they do was useful; however, some of the tasks looked difficult to learn’.
4: Analysis
‘Looking at my experience objectively and honestly, my thought that the tasks looked difficult to learn might have been contributed to by the fact that I became inattentive as the day progressed, and some of the employees did not explain things as clearly as I would have liked’.
5: Conclusion
‘On reflection, I realise that I might need to be a little more attentive next time, and perhaps ask different questions to ensure that I receive the information I really need’.
6: Action Plan
‘Next time I go on a field trip (or a similar experience) I plan to be a little more prepared, perhaps by having some questions ready, and also I plan to listen to the answers’.
Third, go back to each sentence, and start expanding on it. Use the questions in each section above as a guide. You will find that now you have the outline down (that is, your plan) you will find it easier to add the details.
Two other models of reflection worth considering
Driscoll’s Model of Reflection
(Driscoll 1994)
(Driscoll 1994)
The ERA cycle
The ERA cycle, created by Melanie Jasper (2013) has only three parts as well:
Elements of Reflective Writing
We’ve established what reflection is and why it’s important. We’ve also shared some of the models, or frameworks, that can guide you in the reflective writing process.
| When it comes to writing reflectively, here are five key tips to help you write effectively: |
|---|
|
Importantly, while reflective writing is a more personal form of writing, it is not informal in style and tone. First person, ‘I’, is used to convey your experiences, but your language needs to remain formal and concise.
Finally, reflective thinking and writing involves integrating your discipline content into the experience, therefore it is common and necessary to include theory into your writing. In doing so, be sure to use in-text citations.
Conclusion
To recap:
- Reflection is serious and careful thought that helps the thinker to create meaning from an experience, and informs their decisions in the future for the benefit of themselves, and of others.
- Reflection can be undertaken in several ways, and one of these is to write it down.
- One method of organising this writing down process is to write to a reflective cycle.
- There are many reflective cycles: a useful one, and the one utilised in this module, is “Gibbs’ (1988) Reflective Cycle”.
- As with any learning by doing (also often called experiential education), the act of writing the reflection will help you write the reflection, and help you gain new thinking and writing skills.
Activity
Let's undertake a short reflective process. It might have been a field trip, or group or team work, or a tutorial or workshop you attended, or an activity you took part in, even an assessment you have done (it doesn’t matter if you got a more successful grade, or not). Complete each tab that steps you through the reflective process.
References
Bishop, G & Blake, J 2007, Reflective practice: a guide to reflective practice with workbook: for post graduate and post experience learners, University of Huddersfield, Huddersfield, UK, viewed 5 January 2018, <//eprints.hud.ac.uk/19114/>.
Dewey, J 1938, Experience and Education, Touchstone, New York.
Gibbs, G 1988, Learning by doing: a guide to teaching and learning methods, Further Education Unit, Oxford Brookes University.
Jasper, M 2013, Beginning Reflective Practice. Andover: Cengage Learning.
Oxford Brookes University 2018, Reflective writing: about Gibbs reflective cycle, viewed 12 January 2018, <https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/>.
Rodgers, C 2002, 'Defining reflection: another look at John Dewey and reflective thinking', Teachers College Record, vol. 104, no. 4, pp. 842-866, viewed 25 January 2018, <file:///N:/CCC/Inst%20Regional%20Dev/University%20College-CJAngel/Research/Research%20&%20Development%20Resources/RodgersCarl2002-DefiningReflection.pdf>.
University of South Wales 2013, Gibbs' model of the reflective cycle, Prifysgol, <http://studyskills.southwales.ac.uk/media/files/documents/2013-08-21/Gibbs_Model_of_the_Reflective_Cycle.pdf >.
Developed for the Practice and Portfolio Program for the Associate Degrees, University College, by Dr Christine Angel, 30 January 2018, updated august 2023 by Jenn Kemp Smith.
Built with Shorthand