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Description
Analysis
The models can provide you with frameworks for asking questions; they can also prompt
you to think more deeply about the whole process of reflection and becoming a reflective
practitioner. However, the process of reflection remains a personal one; only you can
decide what works for your own reflective practice.
"…within a reflective perspective, such structures as the MSR [model for structured
reflection] are merely devices to help you reflect rather than impose a prescription of
what reflection is"
This section introduces you to five of the models which can help with structuring your
reflection. Other models are covered in the list of further resources.
For more ideas about using the models, see our section on Reflection scenarios.
Example 1 - Kolb's Learning Cycle
Kolb's Learning Cycle is a well-known theory which argues we learn from our
experiences of life, even on an everyday basis. It also treats reflection as an integral part
of such learning. According to Kolb (1984), the process of learning follows a pattern or
cycle consisting of four stages, one of which involves what Kolb refers to as 'reflective
observation'. The stages are illustrated and summarised below:
Stage 1:
Life is full of experiences we can learn from. Whether at home or at
Experience
work or out and about, there are countless opportunities for us to
(Kolb's "Concrete
'kick-start' the learning cycle.
experiences")
Kolbs model
Example 2 - Gibb's reflective cycle
Gibbs' (1998) reflective cycle guides us through six stages of reflection:
What, where and when? Who did/said what, what did you
1. Description: what
do/read/see hear? In what order did things happen? What were
happened
the circumstances? What were you responsible for?
2. Feelings: what were What was your initial gut reaction, and what does this tell you?
you thinking about? Did your feelings change? What were you thinking?
3. Evaluation: what What pleased, interested or was important to you? What made
was good or bad you unhappy? What difficulties were there? Who/what was
about the experience? unhelpful? Why? What needs improvement?
5. Conclusion: what
What have you learnt for the future? What else could you have
else could you have
done?
done?
Looking in:
Find a space to focus on self
Pay attention to your thoughts and emotions
Write down these thoughts and emotions
Looking out:
Write a description of the situation
What issues seem significant
Aesthetics
o What was I trying to achieve?
o Why did I respond as I did?
o What were the consequences for myself and others?
o How were others feeling?
o How did I know this?
Personal
o Why did I feel the way I did within this situation?
Ethics
o Did I act for the best?
What factors were influencing me?
What knowledge did or could have informed me?
Reflexivity
Student describes how they feel about the event(s) and might
Level 2: Responding
pose some questions.
It is only when we get to the last two stages - of 'working with meaning' and
'transformative learning' that reflection on the learning is likely to be taking place.
McDrury and Alterio (2003) mapped the practice of learning or reflecting using
storytelling onto Moon's levels as shown in this table:
Moon's levels of learning McDrury and Alterio's stages of learning with storytelling
Tomkins, A. (2009) "It was a great day when…": An exploratory case study of
reflective learning through storytelling. Journal of Hospitality, Leisure, Sport and
Tourism Education [Online], 8 (2), pp. 123-131. Available from:
<http://www.ebsco.com> [Accessed 21st May 2013].