Reflective thinking /

writing
LESSON [8]

Reflective thinking / writing LESSON [8] 1

What is reflective writing?
 Reflective writing involves ‘consideration of the larger context, the meaning, and
the implications of an experience or action’

 A style of writing which may be private or public

 A way to explore and clarify our response to ideas, opinions, situations or

challenges

 An opportunity to examine links between theory and practice

 A way of learning through reflecting on our experiences

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Aim
Reflective activity allows us to learn about ourselves and equips us with the
tools to enable us to move forward in a positive way.

By engaging in reflection on a regular basis, we continue to learn and develop

as we study or work.

For this reason, it is important to view reflection as a continual,

ongoing process rather than as an occasional activity.

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How is it similar to core academic writing?
It requires research and development
Depending on the task, it should focus on the question and answer the
question
It involves critical thinking and analysis
The writing should be organised into paragraphs with accurate sentence
structure, etc.
It requires a formal style
The discussion should be clear and coherent

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How is it different to core academic writing?
It is usually used in specific ‘genres’ such as critical incidents, journals, etc.
It connects with personal feelings and behaviour
It includes observation and evaluation
It may be quite descriptive and informal
The use of the 1st person is appropriate
It tends to link theory to practice

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 Steps to reflect
Before you go into a new learning/work environment:
Step one: Tell the story of what you might experience in as much detail as you can. Make sure you
note anything that you are confident about as well as anything you might find difficult.
Step two: Try to identify the main themes. Look holistically at what you have written. Think about
everyone involved.
Step three: Consider the factors that might influence your behaviour and experiences. Include
your feelings, beliefs and assumptions as well as any factual information you have been given.
Step four: Link your thoughts to your previous experiences. What happened the last time you
went into a new learning/work environment. How might the new experience reflect these
previous experiences? Is it likely to be similar or different and why? How are you going to prepare
for this new experience?

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Gibbs’ model of reflection

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Reflection and critical thinking
A considerable amount of your time will be spent thinking and reflecting
about what other people have said, interesting facts that you have learned
and how your thinking has changed.

The thinking process seems to involve two aspects: reflective thinking and
critical thinking. They are not separate processes. On the contrary, they are
closely connected (The Learning Centre, 2010).
 Reflection and critical thinking
Critical Critical
Justify actions - solve problems -
Thinking Thinking
deeper meanings - changes

Assumptions - Attitudes –
values - beliefs

Revisit
experiences
Reflective Reflective
YOU
Thinking Thinking

The Thinking Process

(adapted from: The Learning Centre, 2010)
 Why reflect? Reasons
‘We reflect in To learn from our experience through reflection
order to learn To consider and explore feelings, reactions, responses in more depth
something, or
we learn as a To explore situations from different perspectives
result of
reflecting’ To gain skills to move forward and make progress both personally
(Moon, 2006). and professionally
To explore gaps in our knowledge
To look at how we can adapt to situations
To look at relationship between theory and practice
To develop further self-awareness
Problems in reflecting / Concerns
Unsure of writing style

Uncertain about the requirements of the task

Concerned over use of appropriate language

Feeling uncomfortable expressing thoughts

Not able to think of ideas, events or issues

Not able to accept strengths or weaknesses

Not willing to discuss ideas with others

Forms of reflective writing
They may be structured or unstructured:
Diary
Log book
Assignment
 Language for Reflective Writing
The benefits of reflection

This situation allowed/enabled me to

Your opinions, views and goals
explore my approach to…
reflect on my…  Articulating/revising/re-evaluating my opinions gave me the
Reflecting upon the incident… opportunity to
Reflection has provided me with the opportunity to… • examine/explore…
• enhance my practice/ability by…
Your knowledge and skills • develop/work towards/re-evaluate my goals…
• function autonomously/as an individual…
• become an active/independent learner…
Considering the situation from different perspectives allowed me to/provided me with… • plan realistic career/educational/personal goals
This provided/equipped me with a new way of approaching…
I have begun to Professional development
recognise my strengths as well as my weaknesses
recognise/identify my knowledge and skills  It led me to question…
build upon my…  It helped me to
• gain a sense of ownership of my professional development
enhance my…
• extend/enhance/develop my professional knowledge
I now feel more confident about
• develop/enhance my self-awareness/self-esteem
integrating new ideas with present knowledge • increase my confidence…
presenting my view/opinion • interact with/and gain insights from my peers/colleagues…
articulating my feelings
I can now
appreciate the significance of my experience
value my past experience

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Reflection in practice : Major theoretical roots:

Dewey
Schön
Kolb
“We do not learn from experience…
we learn from reflecting on experience.”
Dewey (1933)

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DEFINITIONS
Dewey (1933: p.118) defined
reflection as:
“An active persistent and
careful consideration of any
belief or supposed
form of knowledge in the
light of the
grounds that support it and
the further
conclusion to which it tends.”
Schön (1983, 1987) in his
work,
identifies two types of
reflection
reflection-in-action (thinking
on your feet)
reflection-on-action
(retrospective thinking).
Ghaye and Ghaye
(1998)
“Reflection is much
more than simply
thinking about what
you do, it is about
being self critical
without being
destructive and
overly critical.”

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 Key points
Reflection is focused thought, focusing on the ways in which you


respond to, understand and develop and apply your learning in new
situations.
Reflection is a way of learning from your direct experiences, rather


than from the second-hand experiences of others.

This is known as ‘experiential learning’ – real activity with real


consequences.

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Experiential Learning Model Lewin/Kolb (with
adaptations by Moon and Zull)

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Schön Model

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Further definitions
Moon (1999)
“Reflection is a form of mental processing
that we may use to fulfil a purpose or to
achieve some anticipated outcome…or
the outcome can be unexpected through
the reflective process.”

Moon (2004) goes on to say:

“…the evidence of learning or change of behaviour may be expected to result
from the process of reflection.”

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Reflection and its role in learning
Moon (1999, 2004) describes a model
1. Noticing
2. Making sense
3. Making meaning
4. Working with meaning
5. Transformative learning

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Moon’s Qualities of Tasks that
Encourage Reflection

 Ill-structured, ‘messy’ or real-life situations

 Asking the ‘right’ kinds of questions – no clear cut answers
 Setting challenges can promote reflection
 Tasks that challenge learners to integrate new learning into previous
learning
 Tasks that demand the ordering of thoughts
 Tasks that require evaluation

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 Example
Description Interpretation Evaluation
5 people In my experience, when The people in the
Some steps people look shocked they picture are strangers
A large building have witnessed but are witnessing a
Three of the people look something unexpected
terrible and large
shocked People carrying cameras
event, perhaps some
One of the people is are usually tourists
carrying a camera In my opinion, the sort of disaster.
Two have not reacted gesture of the hand over
Two of the people have the mouth indicates
hands over their mouths disbelief
They are all looking in Because they are all
the same direction looking in the same
direction, I suspect they
are all seeing the same
event
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Descriptive writing vs. reflective writing
Descriptive
 Contains little reflection.
 Describes what happened, sometimes mentioning past experiences,
sometimes anticipating the future – but all in the context of an account
of the event.
 There may be some references to emotional reactions, but they are not
explored.
 Ideas are taken on without questioning them or considering them in
depth.
 The account is written only from one point of view.
 External information is mentioned but its impact on behaviour is not
subject to consideration.
 Generally one point is made at a time and ideas are not linked.

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Descriptive writing vs. reflective writing
Reflective

 Incorporates a recognition that the frame of reference with which an

event is viewed can change
 Self questioning is evident deliberating between different
views/standpoints.
 Takes into account the views and motives of others and considers these
against her own.
 Recognises how prior experience, thoughts (own and other’s) affect
outcomes.
 There is clear evidence of standing back from an event.
 Recognition that the personal frame of reference can change according
to the emotional state in which it is written, the acquisition of new
information, the review of ideas and the effect of time passing.

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 Types of Reflection

Evaluative reflection:

 Usually open-reflection based upon capturing development

over time, e.g. “the last time I……”

 Example exercise: “Five things I have learned since starting this

HND course….”

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 Types of reflection
Question based reflection

 Can provide shape and direction for reflective writing

 Exercise: What happened? Who was involved? Why did I feel…/ did it happen? When? How?

 Example exercise: The critical friend

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 Summary
 Academic reflection usually has a purpose
 Reflective writing is different from ‘academic’ writing
 Reflection is different from description
 Reflective writing has distinct features, compared to descriptive
writing
 There are different ways of reflecting and you will find one that
suits you

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Lesson Title UNIT TITLE 29