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Reflection

Reflection

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botch
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52 views

Reflection

Reflection

Uploaded by

botch
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Document name: Activity 1 : What is reflection?

Document date: May 2013


Copyright information: Creative Commons licence ‘Attribution-Non-Commercial-Share-Alike’
OpenLearn Study Unit: Learning to learn, Reflecting backwards, reflecting forwards
OpenLearn url: http://www.open.edu/openlearn/

What is reflection?

When we reflect, we consider deeply something that we might not otherwise have given much
thought to. This helps us to learn. Reflection is concerned with consciously looking at and thinking
about our experiences, actions, feelings, and responses, and then interpreting or analyzing them in
order to learn from them (Atkins and Murphy, 1994; Boud et al., 1994). Typically we do this by
asking ourselves questions about what we did, how we did it, and what we learnt from doing it.

Reflecting on academic or professional practice in this way may make your personal beliefs,
expectations, and biases more evident to you. This understanding of yourself should help you to
carry out your studies more successfully, since it makes you aware of the assumptions that you
might make automatically or uncritically as a result of your view of the world.

Becoming reflective
The skills associated with stepping back and pausing to look, listen, and reflect are closely related to
those concerned with critical thinking which also requires you to ‘unpack’ whatever you are focusing
on, not simply accept what you read or hear at face value. Through this process you will probably
identify things you would not otherwise notice. Moon (2004: 181) notes similarities between being
reflective and using an imaginary instrument called a ‘pensieve’ (Rowling, 2000: 518) in Harry Potter
and the Goblet of Fire:

‘One simply siphons the excess thoughts from one’s mind, pours them into the basin, and
examines them at one’s leisure. It becomes easier to spot patterns and links, you understand,
when they are in this form.’

The key to reflecting is spotting the patterns and links in thought that emerge as a result of your
experiences in life and in learning. Sometimes this is difficult for learners because the focus is on you
and this might not feel comfortable—especially in an academic context where you are usually
encouraged to depersonalize your work such as your essays and reports.

Remember that you try to avoid saying ‘I’ in essays? So, when writing reflectively, you need to find a
way to be both academic and also personal—and that is not always easy. You may be both

www.open.edu/openlearn Page 1 of 2
Document name: Activity 1 : What is reflection?
Document date: May 2013
Copyright information: Creative Commons licence ‘Attribution-Non-Commercial-Share-Alike’
OpenLearn Study Unit: Learning to learn, Reflecting backwards, reflecting forwards
OpenLearn url: http://www.open.edu/openlearn/

referencing academic theory and, in the same piece of writing, describing an exciting learning
experience you had—becoming reflective is in part about feeling comfortable with this dual process.

The great benefit of including reflection in your learning is that by understanding why you do
something in a particular way and recognizing how you feel about it, you can spot where your
strengths and weaknesses lie. This gives you the chance to build on your strengths and develop
strategies to minimize your weaknesses.

The critical thinking model


The critical thinking model is especially helpful for those learners for whom reflective thinking and
writing seems at odds with the type of study they usually do—but it is, of course, a useful model for
everyone. The critical thinking model contains a set of carefully ordered questions which move you,
step-by-step, through a thinking process. First you are encouraged to be descriptive, then analytical,
and finally evaluative. Each part of this process is important, but taken altogether, it provides a
framework for questioning that constitutes reflection:

Descriptive: Who was there?

Descriptive: What did she say?

Descriptive: What did I say?

Analytical/reflective: Why did I respond in that way?

Analytical/reflective: How did each of us feel as a result?

Analytical/reflective: What if I had chosen my words more carefully?

Reflective/evaluative: So what? Would that have made any difference to the outcome?

Reflective/evaluative: Where can I go from here in my interactions with this person?

www.open.edu/openlearn Page 2 of 2

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