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Reflective writing

This guide provides an introduction to reflective writing and some tips for doing it well.

Models of reflection

If you’re not used to thinking or writing reflectively, it can be hard to know where to start. Luckily there are many models which have been created to guide you through the process of reflection. This page looks at three popular models:
 

  1. The ‘What’ model (Driscoll, 2007)
  2. Reflection in action / Reflection on action (Schön, 1983)
  3. The Reflective Cycle (Gibbs, 1988).

You may notice some common themes in these models, and any others you come across. They usually take a slightly different approach but cover similar stages. Some models are simpler with fewer steps, others have more and are more in-depth.

Different people will be drawn to different models depending on their own preferences and in some cases, your lecturer may specify a particular model to focus on. If you are able to choose, you may also prefer to use elements of more than one model, or create your own. It needs to be a set of questions that you can ask yourself about an experience, plus a process by which you apply and learn from your reflection.

Models of Reflection

A diagram of a reflective cycle, with three circles and arrows going in one direction between them. The first circle contains text saying what?, the second contains so what?, and the third contains now what?.

 

Step 1: ‘What?’

  • Briefly describe the experience/situation/incident/event you will be reflecting on
  • What happened?
  • What did you do?
  • Was someone else involved?
  • Was it a good or bad experience? Or both? And why?

Step 2: ‘So what?’

  • How did you feel at that specific moment?
  • How did you react, and why did you react this way?
  • Did you feel the same about the situation then as you do now?
  • Who else was involved? How did they feel? How did they react, and why did they react this way?

Step 3: ‘Now what?’

  • What did you learn as a result of the experience
  • What would you do differently if a similar situation were to occur in the future?
  • What could you do to better prepare yourself?
  • Where did it go wrong last time and what will you focus on now?

 

Driscoll, J.J. (2007). Supported reflective learning: the essence of clinical supervision? Chp 2 in Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals (2nd edition). London: Bailliere Tindall. Pp 27-50. 

There are two text boxes on the left, one with writing that states reflection in action, and the other with reflection on action written in it. Next to both boxes, there is an arrow. The arrow next to reflection in action states that reflecting during an experience involves you to consider the situation, decide how to act, and act immediately. The arrow next to reflection on action has text explaining that reflecting after an experience means to reconsider the situation, and think about what needs changing for the future.

Reflection-in-action: During the experience

Consider the situation as it is happening, decide how to act and act immediately.

  • What’s happening now, as you make rapid decisions?
  • Is it working out as you expected?
  • How are you dealing with the challenges?
  • Is there anything you should do, say or think to make the experience successful?
  • What are you learning from this?

Reflection-on-action: After the experience

Reconsider the situation after it has happened and think about what needs changing for the future.

  • What are your insights after, when you have more emotional distance from the event?
  • How did it go?
  • What did you particularly value and why?
  • Is there anything you would do differently before or during a similar event
  • What have you learned?

 

Schön, D (1983). The reflective practitioner: how professionals think in action. New York: Basic Books 

This image had six circles, with arrows going clockwise between them. The first circle says description, what happened. The second circle says feelings, what were you thinking and feeling? The third circle says evaluation, what was good and bad about the experience? The fourth circle says analysis, what sense can you make of the experience? The fifth circle says conclusion, what else could you have done? And the sixth circle says action plan, if it arose again, what would you do. This circle then points back to the first circle, so that it is a continuous loop.

Step 1: Description

What happened? Begin with an outline of the experience being reflected on.

Step 2: Feelings

What were you thinking and feeling? Focus on your thoughts and feelings during and after the experience.

Step 3: Evaluation

What was good and bad about the experience? Discuss what went well and consider areas needed for development and things that didn’t work out as initially planned.

Step 4: Analysis

What sense can you make of the situation? Consider what might have helped the learning or hindered it, and perhaps refer to any relevant literature or research.

Step 5: Conclusion

What else could you have done? What actions (if any) could you have taken to reach a different outcome? Address what you can improve on.

Step 6: Action Plan

If it arose again, what would you do? How will you improve? Build an action plan of steps you can take the next time you find yourself in a similar situation.

 

Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic. 

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