‘Reflection is a means of working on what we know already, and it generates new knowledge…’ (Moon, 2005, p.1)
‘Reflection is a form of mental processing that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and possibly emotions that we already possess.’ (Moon, 2005, p.1)
“We do not learn from experience … we learn from reflecting on experience” (Dewey, 1933, p. 78)
Although the basic aims of the reflective process remain the same, it is worth investigating and understanding a few different models for yourself. You might find a different approach helpful in providing new angles for your reflection. The models below are some of the most commonly discussed.
Kolb’s model identifies the stages by which you can move from practice, then develop new understanding through reflection on practice. Learning takes place when the lessons learned and reflected on from practice help create a new understanding or ‘theory’, which can then be applied further in practice. In this way, experience informs next steps, and leads to improved practice.
This model gives structure to learning from experiences and offers a framework for systematising reflections and isolating feelings. It covers 6 stages during which you are required to answer several questions in order to go as deep as possible with your reflections.
According to Brookfield: “critically reflective teaching happens when we identify and scrutinize assumptions that undergird how we work. The most effective way to become aware of these assumptions is to view our practice from different perspectives. Seeing how we think and work through different lenses is the core process of reflective practice.” (Brookfield 1995, p.xii-xiii)
Brookfield points out that few of us can critically reflect very effectively on our own. Each lens provides a different perspective from which to examine our practice. These can operate in multiple directions, allowing us to make sense of and ‘name’ what we do, as well as providing mirrors to reflect back different versions of how our actions are received and interpreted by others.
Brookfield argues that the personal assumptions that underpin our actions are often too close for us to see and examine. The whole process is underpinned by our own implicit values and explicit values of the UKPSF.
Schön (1991) presented the concepts of 'reflection in action' and 'reflection on action' making a distinction between reflection during the event and reflection after the event. It may be helpful to take account of the distinction between the two during your own reflective practice.
Reflection in action (during)
Reflection on action (after)
Example of using Schön's modelReflection in action
Reflection on action
You can put these models into practice through your reflective writing.
‘Reflective writing is the expression on paper/screen of some of the mental processes of reflection.’ Jenny Moon (1999, p.1)
Jenny Moon (2004) developed a framework for reflective writing, which outlines key differences between descriptive and reflective writing:
Tell your story as a teacher or supporter of learning
Write autobiographically: ‘I’
Write analytically:
Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
Dewey, J. (1933) How We Think. Boston: DC Heath.
Gibbs, G (1988) Learning by Doing: A guide to teaching and learning methods. Further. Oxford: Oxford Polytechnic.
Kolb, D. (1984) Experiential Learning as the Science of Learning and Development. Prentice Hall: Englewood Cliffs: New Jersey.
Moon, J. (2005) Guide for Busy Academics No. 4: Learning Through Reflection. Higher Education Academy.
Moon, J. (2004) A handbook of reflective and experiential learning. Theory and Practice. London: Routledge.
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Moon, J. (1999a) Learning Journals: a Handbook for Academics, Students and Professional 1. London: Kogan Page.
Schön, D. (1991) The reflective practitioner: how professionals think in action. Aldershot: Ashgate Publishing Ltd.
Schön, D. A. (1983) The reflective practitioner: how professionals think in action. New York: Basic Books.