Reflective Learning and Writing
1.
What is reflective learning?
Reflective learning emphasises that learning derives from our experiences as
well as the knowledge that we gain from studying. It involves applying
knowledge to experiences to create new learning. Reflective learning is also
termed experiential learning and is often associated with work-based
learning. In HE reflective learning is used to enable you to assess your
strengths and weaknesses and identifying areas of study that you want to
develop further. This is also a valuable skill in graduate employment.
2.
Models of reflective learning
There are a number of models of reflective learning that are useful to prompt
reflection. Gibbs’ Reflective Cycle (1988) identifies six stages of reflection. He
uses Brookfield’s (1997) idea of identifying an experience or ‘critical incident’
to trigger reflection.
3.
Stage
Explanation
Description
Describe as a matter of fact just what happened during your
critical incident or chosen episode for reflection
Feelings
What were you thinking and feeling at the time?
Evaluation
List points or tell the story about what was GOOD and what
was BAD about the experience.
Analysis
What sense can you make out of the situation. What does it
mean?
Conclusion
What else could you have done? What should you perhaps
not have done?
Action Plan
If it arose again, what would you do differently? How will you
adapt your practice in the light of this new understanding?
Reflective writing at University
As a Kent student you will have access to an e-portfolio called MyFolio
https://myfolio.kent.ac.uk/myfolio/ which can be used to reflect on your
development and showcase your achievements. There may be various
situations at university when you are required to write reflectively:
 a reflective report about group dynamics for a group project which you participated
in for an assignment
 a blog which records your learning development throughout a module
 a reflective report on an industrial or overseas placement
 a portfolio which shows your development and reflects on your process of learning
www.kent.ac.uk/uelt/learning
4.
What is reflective writing?
Reflective writing describes events. It also goes beyond this to question why
things happened in the way that they did. Good reflective writing brings in
many different perspectives, hypothesize about what might have happened
had a different course of action been chosen and plan how to act in a similar
subsequent situation.
5.
Characteristics of reflective writing
There are key differences in style between academic writing and reflective
writing. The table below is adapted from Moon’s Handbook of Reflective and
Experiential Learning (2004).
6.
Academic writing
Reflective writing
Objective writing style– probably
without use of the 1st person
The writing style is likely to be
relatively subjective, using the first
person
The subject matter is likely to be
given by the tutor
The subject matter may be
determined by you
Likely to be ‘one-off’ – finished
and handed in
It may be part of a long term
process
There will be a conclusion
There may be a conclusion i.e.
something has been learnt, or
there may be a recognition of
further areas for learning
Most of the ideas drawn into the
writing will be predictable and
determined by the subject matter
Ideas will be drawn into the writing
from anywhere that you believe to
be relevant.
The subject matter is not likely to
be personal
The subject matter may be
personal
Clear structure: introduction,
discussion, conclusion
There is not necessarily a clear
structure
The purpose of this kind of writing
is set in advance, usually fairly
precisely in a title/topic
There may not be a precise title
that predicts the outcome, but
there is a direction
Clearly defined subject mater
Varied subject matter
Structuring reflective writing
Use Gibbs’ reflective questions to structure your reflective writing. Remember
to keep description to a minimum. Focus most of your writing on looking at
the situation that you have chosen from other perspective. Bring in views
represented in the literature of the topic you are reflecting on and make sure
that you have some point of learning as an outcome of the reflective process.
www.kent.ac.uk/uelt/learning
7.
How can you write good reflective reports?
 Make connections between the event you have described and your knowledge
 Show evidence that you have learned something as a result of your experience
 Include the views and motives of others involved as well as an awareness of your
own feelings in response to the event
 Show an awareness of your own strengths and weaknesses
 Demonstrate that you have questioned what you did
 Hypothesise about what could have been done differently
Further information
Kolb, D. (1984) Experiential Learning. (Learning Cycle)
Brookfield, S. (1987) Developing Critical Thinkers
Schon, D. (1989) The Reflective Practitioner
Moon, J. (2004) A Handbook of Reflective and Experiential Learning
Cottrell, S. (2003) Skills for Success
www.kent.ac.uk/uelt/learning