List of tools for reflection | Reflection Toolkit

A quick overview of all the reflective tools included in the Reflectors' Toolkit and a description of the examples provided.

Models for reflecting on experience

The 5R framework for reflection

This framework takes you through Reporting, Responding, Relating, Reasoning, and Reconstructing.

Example
Reflecting on a meeting with a supervisor
Comments: The reflector had a vague objective going into the meeting and did not manage to get what they needed from it, leaving them feeling that they wasted time. This example does not reference theoretical literature to support the reflection.

Example

Reflecting on a meeting with a supervisor

Comments: The reflector had a vague objective going into the meeting and did not manage to get what they needed from it, leaving them feeling that they wasted time.

This example does not reference theoretical literature to support the reflection.

5R framework (within Reflectors' Toolkit)

The CARL framework of reflection

This framework takes you through Context, Action, Results, and Learning.

Examples
Developing public speaking as a skill over time Reflection of specific experience of a public speaking opportunity
Comments: The two examples complement each other. They look at the same experience of speaking in front of a group of high school students who are interested in studying the same degree as the speaker. One example reflects on an overarching process level, while the other reflects on a specific experience level. These examples do not reference theoretical literature to support the reflection.

Examples

Developing public speaking as a skill over time
Reflection of specific experience of a public speaking opportunity

Comments: The two examples complement each other. They look at the same experience of speaking in front of a group of high school students who are interested in studying the same degree as the speaker. One example reflects on an overarching process level, while the other reflects on a specific experience level.

These examples do not reference theoretical literature to support the reflection.

CARL framework (within Reflectors’ Toolkit)

The four F’s of active reviewing

This framework takes you through Facts, Feelings, Findings, Future.

Examples
An experience of success in a workplace Making a mistake in a workplace
Comments: The first example shows how reflection can easily be applied in situations that go well. Here a retail worker deals with a challenging customer. The second example is a waiter reflecting on their experience of forgetting an order. These examples do not reference theoretical literature to support the reflection.

Examples

An experience of success in a workplace
Making a mistake in a workplace

Comments: The first example shows how reflection can easily be applied in situations that go well. Here a retail worker deals with a challenging customer.

The second example is a waiter reflecting on their experience of forgetting an order.

These examples do not reference theoretical literature to support the reflection.

Four F’s of active reviewing (within Reflectors’ Toolkit)

Gibbs’ reflective cycle

This model takes you through Description, Feelings, Evaluation, Analysis, Conclusion, and Action plan.

Examples
Reflecting on a group work experience in about 1000 words Reflecting on a group work experience in about 300 words
Comments: The examples reflect each other. Both examples use the same scenario of a group where the work was divided between the members. When the group combined their work, they found that much more work was needed. The example reflections show how reflections can be brief and lengthy – both have their pros and cons. These examples reference theoretical literature to support the reflection.

Examples

Reflecting on a group work experience in about 1000 words
Reflecting on a group work experience in about 300 words

Comments: The examples reflect each other. Both examples use the same scenario of a group where the work was divided between the members. When the group combined their work, they found that much more work was needed.

The example reflections show how reflections can be brief and lengthy – both have their pros and cons.

These examples reference theoretical literature to support the reflection.

Gibbs’ reflective cycle (within Reflectors’ Toolkit)

The integrated reflective cycle

This model takes you through The Experience, Reflecting on Action, Theory, and Preparation.

Example
Consultation with a patient
Comments: The reflector follows the instructions of a theoretical model too rigidly in a patient consultation, and updates their understanding. While this example is specific to a medical field, there are elements of nervousness and performance anxiety, which should be quite general. This example references theoretical literature to support the reflection.

Example

Consultation with a patient

Comments: The reflector follows the instructions of a theoretical model too rigidly in a patient consultation, and updates their understanding.

While this example is specific to a medical field, there are elements of nervousness and performance anxiety, which should be quite general.

This example references theoretical literature to support the reflection.

Integrated reflective cycle (within Reflectors’ Toolkit)

What? So what? Now What?

This model takes you through three core questions: What? So what? Now What?

Examples
Getting an assignment back Participation in workshops
Comments: The first example shows a reflection on getting a mark lower than what the reflector was hoping for. The second example is a reflection on finding it challenging to participate in workshops. These examples do not reference theoretical literature to support the reflection.

Examples

Getting an assignment back
Participation in workshops

Comments: The first example shows a reflection on getting a mark lower than what the reflector was hoping for.

The second example is a reflection on finding it challenging to participate in workshops.

These examples do not reference theoretical literature to support the reflection.

What? So what? Now What? (within Reflectors’ Toolkit)

Self-awareness activities

Goal setting

Setting goals can be an extremely powerful activity. On this page a series of reflective questions is provided to ensure that the goal setting process is reflective.

Goal setting (within the Reflectors’ Toolkit)

Items for self-awareness

A fun activity that uses items as a foundation for the reflective process. The goal of the activity is to choose an item that mirrors a certain quality. When done correctly and reflectively it can be a helpful activity to get a new perspective. Types of questions could be: ‘Choose an item from your room that shows how you are as a learner’.

Items for self-awareness (within the Reflectors’ Toolkit)

Strengths and weaknesses

Being able to identify what your strengths and weaknesses are is valuable both for personal knowledge and to be able to communicate them to others. On this page two reflective activities are provided to help you identify your strengths and weaknesses.

Strengths and weaknesses (within the Reflectors’ Toolkit)

Values

Knowing what your personal values are can be extremely beneficial to help you prioritise and make decisions. On this page two reflective approaches are provided for identifying your values.

Values (within the Reflectors’ Toolkit)

Writing letters to your future and past selves

Looking into the future and examining the past can help inform how we should act in the present. On this page directions for two reflective letter-writing activities are provided; one for your past self and one for your future self.

Writing letters to your future and past selves (within the Reflectors’ Toolkit)

This article was published on 2024-10-15