{"panels":[{"content":{"params":{"text":"

According to renowned philosopher of education John Dewey, reflection is a response toa difficult or challenging experience. Its purpose is to use careful thought to move one from routine action to reflective action. Since everyone has drawn on Dewey since, here is his definition of reflection: \u201cactive, 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\u201d (Dewey, 1933, as cited in Cranton, 2016).<\/span><\/span><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"2f45a03b-ed96-4bef-baa2-023003d1e327","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"The first definition of reflection: John Dewey (1933)"},{"content":{"params":{"text":"

Kolb\u2019s experiential learning cycle draws on Dewey and embeds reflection into a learning framework. It is a cycle which becomes a spiral as each cycle leads to the next.<\/span><\/span><\/span><\/p>\n\n

Concrete experience \u2013 something happens. We have an experience.<\/span><\/span><\/span><\/li>\n\t
Reflective observation \u2013 we observe what happened. What do we notice about the actions involved in the experience and\/or the results of the experience?<\/span><\/span><\/span><\/li>\n\t
Abstract conceptualization \u2013 we begin to draw conclusions and make generalizations based on our observations.<\/span><\/span><\/span><\/li>\n\t
Active experimentation \u2013 we find ways to test our conclusions. This experimentation should lead us into a new concrete experience.<\/span><\/span><\/span><\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"204699a6-8d64-4db0-8081-b44a98d0d153","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Imbedding reflection into learning: David Kolb (1984)"},{"content":{"params":{"text":"
Sch\u00f6n\u2019s work is one of the most-cited in the area of reflection because the terminology he coined has given educators the language to discuss professional reflection. Even the term \u201creflective practice\u201d itself was coined by Sch\u00f6n. Here are some more useful terms.<\/span><\/span><\/span><\/p>\n\n
- Knowing-in-action \u2013 we act on tacit knowledge about how to do our job. Our tacit knowledge may be so ingrained that we can\u2019t even express it accurately. It is thus not available to be passed on to the next generation, and it is not easily questioned or improved upon unless we learn to think reflectively about our practice.<\/span><\/span><\/span><\/li>\n\t
- The reflective process enables us to bring together the tacit knowledge imbedded in our practice with our technical and professional knowledge which we use to inform our practice. Later scholars have named this professional knowing (Sch\u00f6n), personal theory (Beverley and Worsley), or practical wisdom (Thompson, Humphrey).<\/span><\/span><\/span><\/li>\n\t
- Reflection-in-action \u2013 this refers to reflecting on our actions during an event and applying the fruits of our reflection to action in real time.<\/span><\/span><\/span><\/li>\n\t
- Reflection-on-action \u2013 this refers to reflecting on our actions after an event is over. We analyze what happened in the light of our professional knowledge in order to learn and to plan for future action.<\/span><\/span><\/span><\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"628fd42b-aa62-43eb-affc-a0e07a528024","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Describing reflective practice: Donald Sch\u00f6n (1983)"},{"content":{"params":{"text":"
  Reflection-for-action builds on Sch\u00f6n\u2019s work, adding the possibility of reflection before an event. Before one engages in a meeting, an interview, or any kind of professional action, one can reflect proactively, anticipating problems and drawing on one\u2019s own knowledge to plan for the most effective action.<\/span><\/span><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"2ad2c148-2dd0-4db8-bb36-f8937399b2dc","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Reflection-for-action: John Cowan (2006); Thompson and Thompson (2008)"},{"content":{"params":{"text":"
  Based on the ideas of Jurgen Habermas and Max Van Manen, Mezirow\u2019s three levels of reflection identify that reflection has increasingly complex layers depending on the purpose of the reflection.<\/span><\/span><\/span><\/p>\n\n
  \n\t
  Content reflection: \u201cis the examination on the content or description of the problem (Cranton, 2016, p. 26).\u201d By itself, content reflection leads to a technical or instrumental problem-solving focus.<\/span><\/span><\/span><\/li>\n\t
  Process reflection: \u201cinvolves checking on the problem-solving strategies being used\u201d (Cranton, 2016, p. 26). On its own, process reflection lends itself well to the acquisition of practical or communicative knowledge.<\/span><\/span><\/span><\/li>\n\t
  Premise reflection (critical reflection): \u201ctakes place when the problem itself is questioned\u201d (Cranton, 2016, p. 26). This kind of critical reflection can lead to a questioning of presuppositions and the possibility of a new understanding of ourselves and our relationship to the world. This potentially empowering critical reflection is a key component in transformative learning. <\/span><\/span><\/span><\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"139f2978-6352-4996-9407-320000a52f3b","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Three levels of reflection: Mezirow (1991)"},{"content":{"params":{"text":"
  Until this the 1980\u2019s, the concept of reflection remained mainly in the cognitive realm. Boud, Keogh, and Walker (1985) corrected this imbalance by creating a framework consisting of the following:<\/span><\/span><\/span><\/p>\n\n
  \n\t
  \u201crecollection of experience;<\/span><\/span><\/span><\/li>\n\t
  attending to own feelings;<\/span><\/span><\/span><\/li>\n\t
  re-evaluating the experience (association, integration, validation, appropriation).\u201d (McKenna, 1991)<\/span><\/span><\/span><\/li>\n<\/ol>\n\n
  The examination of feelings (both positive and negative) as they relate to our thoughts and actions is essential in order to open ourselves to new ways of understanding rather than becoming entrenched in old attitudes. Boud and Walker suggest that we integrate our social and cultural context in reflecting on our understanding of events.<\/span><\/span><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"69083a12-9b9a-480f-b4d2-c8e0e596c292","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Taking account of our feelings as part of reflection: David Boud and colleagues (1985)"},{"content":{"params":{"text":"
  Bolton urges the examining of our ethics and beliefs as part of our conscious reflection process. This encourages practitioners to move from reflection to critical reflection \u2013 the questioning of the structures and premises behind the events upon which we reflect. This level of reflection will impel us forward to improvement which is moral and just as well as effective and efficient.<\/span><\/span><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"77fbf7a0-6578-4c37-b163-e6f710acd5f0","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"The ethical aspect of reflection: Ginnie Bolton (2001)"},{"content":{"params":{"text":"
  Reflection is a skill that improves with routine practice. Reflection as a skill moves from the more concrete to \u201cengag[ing] critically with complexity and uncertainty\u201d (Bruce, 2013, p. 46). In other words, students cannot be expected to already know how to reflect effectively. They will need graduated practice, modelling, and feedback.<\/span><\/span><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"34a67bfc-d8bc-4aaf-967b-43af1917bb55","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Reflection is a developmental skill: Jennifer Moon (2004)"},{"content":{"params":{"text":"
  Because reflection is such a complex skill, many frameworks have been created to support educators and practitioners in the process. One example which is commonly used in health care is SOAP notes.<\/span><\/span><\/span><\/p>\n\n
  \n\t
  Subjective: what the client notices\/shares <\/span><\/span><\/span><\/li>\n\t
  Objective: what the practitioner notices based on examination<\/span><\/span><\/span><\/li>\n\t
  Assessment: a brief summary of the practitioner\u2019s conclusions<\/span><\/span><\/span><\/li>\n\t
  Plan: the treatment plan and recommendations for the client<\/span><\/span><\/span><\/li>\n<\/ul>\n\n
  Because SOAP notes provide such a useful framework for purposeful reflection, the framework has been adapted by educators such Angela Mills and colleagues for taking notes on student progress in order to identify next steps in their education.<\/span><\/span><\/span><\/p>\n\n
  Read on for more examples of reflective frameworks.<\/span><\/span><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"097cbcc8-67a1-4916-9a68-d4f425d52aeb","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"Adapting Frameworks for Reflection: Mills et al. (2020)"}],"hTag":"h2"}