introduction to reflection in critical thinking

Module 1: Success Skills

Introduction to critical thinking and reflection, what you’ll learn to do: recognize the importance of reflection as an intellectual process.

Psychologist and educational reformer John Dewey once noted, “We do not learn from experience. We learn from reflecting on experience.” Throughout college, you will build an intellectual scaffolding that will not only prepare you for a career but also help you understand your identity and your place in the world. Critical thinking will help you think carefully and deeply about your work. Reflection is the critical thinking skill that connects that scaffolding, building bridges between information and understanding, theory and practice, isolated knowledge and collective insight.

Reflection can be practiced and improved. By understanding the thinking processes and tools that comprise effective reflection, you will be taking the first step toward greater understanding of not only yourself but also the complex world in which we live.

Candela Citations

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• Total internal reflection of Chelonia mydas. Authored by : Brocken Inaglory. Provided by : Wikipedia. Located at : https://en.wikipedia.org/wiki/File:Total_internal_reflection_of_Chelonia_mydas.jpg . License : CC BY-SA: Attribution-ShareAlike

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4 Models of reflection – core concepts for reflective thinking

The theories behind reflective thinking and reflective practice are complex. Most are beyond the scope of this course, and there are many different models. However, an awareness of the similarities and differences between some of these should help you to become familiar with the core concepts, allow you to explore deeper level reflective questions, and provide a way to better structure your learning.

Boud’s triangular representation (Figure 2) can be viewed as perhaps the simplest model. This cyclic model represents the core notion that reflection leads to further learning. Although it captures the essentials (that experience and reflection lead to learning), the model does not guide us as to what reflection might consist of, or how the learning might translate back into experience. Aligning key reflective questions to this model would help (Figure 3).

This figure contains three boxes, with arrows linking each box. In the boxes are the words ‘Experience’, ‘Learning’ and ‘Reflection’.

This figure contains three triangles, with arrows linking each one. In the top triangle is the text ‘Experience - what? (Description of events)’. In the bottom-left triangle is the text ‘Learning - now what? (What has been learned? What is the impact of the learning?’. In the bottom-right triangle is the text ‘Reflection - so what? (Unpicking the events)’.

Gibbs’ reflective cycle (Figure 4) breaks this down into further stages. Gibbs’ model acknowledges that your personal feelings influence the situation and how you have begun to reflect on it. It builds on Boud’s model by breaking down reflection into evaluation of the events and analysis and there is a clear link between the learning that has happened from the experience and future practice. However, despite the further break down, it can be argued that this model could still result in fairly superficial reflection as it doesn’t refer to critical thinking or analysis. It doesn’t take into consideration assumptions that you may hold about the experience, the need to look objectively at different perspectives, and there doesn’t seem to be an explicit suggestion that the learning will result in a change of assumptions, perspectives or practice. You could legitimately respond to the question ‘what would you do or decide next time?’ by answering that you would do the same, but does that constitute deep level reflection?

This figure shows a number of boxes containing text, with arrows linking the boxes. From the top left (and going clockwise) the boxes display the following text: ‘Experience. What happened?’; ‘Feeling. What were you feeling?’; ‘Evaluation. What was good or bad about the situation?’; ‘Analysis. To make sense of the situation’; ‘Conclusion. What else could you have done?’; ‘Action plan. What would you do next time?’.

Atkins and Murphy (1993) address many of these criticisms with their own cyclical model (Figure 5). Their model can be seen to support a deeper level of reflection, which is not to say that the other models are not useful, but that it is important to remain alert to the need to avoid superficial responses, by explicitly identifying challenges and assumptions, imagining and exploring alternatives, and evaluating the relevance and impact, as well as identifying learning that has occurred as a result of the process.

This figure shows a number of boxes containing text, with arrows linking the boxes. From the top (and going clockwise) the boxes display the following text: ‘Awareness. Of discomfort, or action/experience’; ‘Describe the situation. Include saliant feelings, thoughts, events or features’; ‘Analyse feeling and knowledge. Identify and challenge assumptions - imagine and explore alternatives’; ‘Evaluate the relevance of knowledge. Does it help to explain/resolve the problem? How was your use of knowledge?’; ‘Identify any learning. Which has occurred?’

You will explore how these models can be applied to professional practice in Session 7.

A Step-by-Step Guide to Critical Reflection

Introduction

Critical reflection is the process of analyzing and evaluating an experience in order to gain a deeper understanding of oneself and the situation. It involves taking a step back, examining the experience from different perspectives, and considering the different factors that influenced the outcome. Critical reflection helps us to learn from our experiences and make better choices in the future.

The importance of critical reflection cannot be overstated. It is a vital tool for personal and professional development, and it is essential for anyone who wants to grow and improve. This guide will provide a step-by-step process for practicing critical reflection, as well as tips and strategies for making the most of the process.

If you’re ready to start your journey of self-improvement and growth, this guide is for you. By following the steps outlined here and investing time and effort into the process of critical reflection, you can gain a deeper understanding of yourself, your experiences, and the world around you. So let’s get started!

What is Critical Reflection?

Critical reflection is a process of analyzing and evaluating a particular experience, situation, or problem in a thoughtful and structured way. It involves identifying your own assumptions and biases, as well as considering alternative perspectives and potential areas for improvement.

Definition of Critical Reflection

Simply put, critical reflection is a process of thinking deeply and critically about a particular experience or issue in order to gain insight and improve future outcomes. It is a self-directed and ongoing process that encourages individuals to evaluate their own actions, beliefs, and assumptions in a non-judgmental way.

Characteristics of Critical Reflection

Critical reflection is characterized by several important qualities, including:

• Critical thinking: It involves analyzing and evaluating information in a thoughtful and objective manner.
• Self-awareness: It requires individuals to be aware of their own assumptions and biases, as well as the impact of their actions on others.
• Open-mindedness: It encourages individuals to consider alternative perspectives and ideas, rather than relying solely on their own experiences and beliefs.
• Reflection: It involves taking the time to reflect on a particular experience or issue in order to gain insight and improve performance.

Process of Critical Reflection

Critical reflection is a process that involves several steps to analyze an experience or problem. Below is a step-by-step guide for critical reflection:

Identify the problem or experience to reflect on: The first step in critical reflection is to identify a particular experience or problem to reflect on. This could be a work-related issue, a personal experience, or a situation that occurred in your community.

Describe the experience in detail: Once you have identified the experience or problem to reflect on, the next step is to describe it in detail. This involves identifying the key players, events, and outcomes. Write down your thoughts, feelings, and reactions to the experience.

Analyze the experience: In this step, you need to analyze the experience by reflecting on the following questions: What happened? Why did it happen? What did you think and feel about it? What were the consequences of your actions? What were the consequences of others’ actions? Use critical thinking skills to examine the experience from multiple perspectives.

Evaluate your own role and actions: After analyzing the experience, evaluate your own role and actions. Ask yourself: What did I do well? What actions could I have done differently? What are the implications of my actions for myself and others? This step requires you to be honest and self-reflective.

Identify alternative actions: After evaluating your own role and actions, think about alternative actions that you could have taken. Ask yourself: What could I have done differently? How would that have changed the outcome? What did I learn from this experience?

Conclusion - What did you learn?: The final step in critical reflection is to draw conclusions from your reflection. Identify what you learned from the experience and how you can apply this learning in the future. This step is essential for personal growth and development.

Remember that critical reflection is not a one-time event. It is an ongoing process that requires regular practice. By engaging in critical reflection, you can develop improved communication, problem-solving, and decision-making skills.

Benefits of Critical Reflection

Critical reflection provides numerous benefits for personal and professional development. Here are some of the most common advantages of the process:

Personal growth and development : Critical reflection enables individuals to learn from their experiences and mistakes. This learning process fosters personal growth and development, as individuals are encouraged to examine their values, beliefs, and assumptions.

Improved decision-making skills : Critical reflection helps individuals make more informed and deliberate decisions. By analyzing their experiences and evaluating different courses of action, individuals are better equipped to make decisions that align with their goals and values.

Improved problem solving skills : Critical reflection also enhances problem-solving skills. By systematically examining a problem or experience, individuals can identify the underlying issues and develop more effective solutions.

Improved communication skills : Critical reflection requires individuals to articulate their thoughts and feelings clearly and concisely. This ability to communicate effectively can benefit individuals in a range of contexts, from personal relationships to professional settings.

Overall, critical reflection is a powerful tool for personal and professional development. The benefits of critical reflection extend beyond the individual, as they also enhance the quality of work and relationships with others.

Tips for Effective Critical Reflection

Here are some tips to help you engage in effective critical reflection:

Be Open-minded

Approach the reflection process with an open mind. Be receptive to new ideas and perspectives, and be willing to challenge your own assumptions or beliefs. This will help you gain a deeper understanding of the experience and identify alternative ways of thinking and behaving.

Use a Structured Process

Use a structured process or template to guide your reflection. This can help ensure that you cover all the necessary steps and stay focused on the key issues. It can also make the process more efficient and effective.

Be Honest with Yourself

Be honest and objective when reflecting on your experience. Don’t shy away from acknowledging your own mistakes or limitations, as this can help you grow and improve. However, be sure to also recognize your strengths and accomplishments, as this can help build confidence and motivation.

Practice Regularly

Make reflection a regular habit. Don’t wait for a major crisis or challenge to start reflecting on your experiences. Instead, try to incorporate reflection into your daily routine. This can help you identify patterns or trends over time and make continuous improvements.

By following these tips, you can enhance the effectiveness and impact of your critical reflection process.

In conclusion, critical reflection is an essential part of personal growth and development. Through the process of critical reflection, we can identify areas for improvement, evaluate our own actions and decisions, and come up with alternative solutions to challenging situations.

We hope that this step-by-step guide has provided you with a helpful roadmap for engaging in critical reflection. Remember to be open-minded, use a structured process, and be honest with yourself. By practicing critical reflection regularly, you can improve your decision-making and problem-solving skills, as well as your communication with others.

If you want to learn more about critical reflection, there are many additional resources available. We encourage you to continue to explore this topic and to incorporate critical reflection into your daily life.

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We’re reviewing our resources this fall (September-December 2024). We will do our best to minimize disruption, but you might notice changes over the next few months as we correct errors & delete redundant resources. 

Critical Reflection

A Critical Reflection (also called a reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions – about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions. When you reflect critically, you use course material (lectures, readings, discussions, etc.) to examine our biases, compare theories with current actions, search for causes and triggers, and identify problems at their core.   Critical reflection is   not   a reading assignment, a summary of an activity, or an emotional outlet.   Rather,   the goal is   to change your thinking about a subject, and thus change your behaviour.

Tip: Critical reflections are common in coursework across all disciplines, but they can take very different forms. Your instructor may ask you to develop a formal essay, produce weekly blog entries, or provide short paragraph answers to a set of questions. Read the assignment guidelines before you begin.

How to Critically Reflect

Writing a critical reflection happens in two phases.

• Analyze:   In the first phase, analyze the issue and your role by asking critical questions. Use free writing as a way to develop good ideas. Don’t worry about organized paragraphs or good grammar at this stage.
• Articulate:   In the second phase, use your analysis to develop a clear argument about what you learned. Organize your ideas so they are clear for your reader.

First phase: Analyze

A popular method for analyzing is the three stage model: What? So What? Now what?

In the  What?  stage, describe the issue, including your role, observations, and reactions. The   what?   stage helps you make initial observations about what you feel and think. At this point, there’s no need to look at your course notes or readings.

Use the questions below to guide your writing during this stage.

• What happened?
• What did you do?
• What did you expect?
• What was different?
• What was your reaction?
• What did you learn?

In the second  So What?   stage, try to understand on a deeper level why the issue is significant or relevant. Use information from your first stage, your course materials (readings, lectures, discussions) -- as well as previous experience and knowledge to help you think through the issue from a variety of perspectives.

Tip:  Since you’ll be using more course resources in this step, review your readings and course notes before you begin writing.

Below are three perspectives you can consider:

• Academic perspective: How did the experience enhance your understanding of a concept/theory/skill? Did the experience confirm your understanding or challenge it? Did you identify strengths or gaps in your knowledge?
• Personal perspective:   Why does the experience matter? What are the consequences? Were your previous expectations/assumptions confirmed or refuted? What surprised you and why?
• Systems perspective:   What were the sources of power and who benefited/who was harmed? What changes would you suggest? How does this experience help you understand the organization or system?

In the third   Now what?   stage, explore how the experience will shape your future thinking and behaviour.

Use the following questions to guide your thinking and writing:

• What are you going to do as a result of your experiences?
• What will you do differently?
• How will you apply what you learned?

Second phase: Articulate

After completing the analysis stage, you probably have a lot of writing, but it is not yet organized into a coherent story. You need to build an organized and clear argument about what you learned and how you changed. To do so,   develop a thesis statement , make an   outline ,   write , and   revise.

Develop a thesis statement

Develop a clear argument to help your reader understand what you learned. This argument should pull together different themes from your analysis into a main idea. You can see an example of a thesis statement in the sample reflection essay at the end of this resource.

Tip: For more help on developing thesis statements, see our   Thesis statements  resource

Make an outline

Once you have a clear thesis statement for your essay, build an outline. Below is a straightforward method to organize your essay.

• Background/Context of reflection
• Thesis statement
• Introduce theme A
• Writer's past position/thinking
• Moment of learning/change
• Writer's current/new position
• Introduce theme B
• Introduce theme C
• Summarize learning
• Discuss significance of learning for self and others
• Discuss future actions/behaviour

Write and revise

Time to get writing! Work from your outline and give yourself enough time for a first draft and revisions.

Even though you are writing about your personal experience and learning, your audience may still be an academic one. Consult the assignment guidelines or ask your instructor to find out whether your writing should be formal or informal.

Sample Critical Reflection

Below are sample annotated paragraphs from one student’s critical reflection for a course on society and privilege.

Introduction

Background/context of reflection : I became aware of privileged positions in society only in recent years. I was lucky enough, privileged enough, to be ignorant of such phenomena, but for some, privilege is a daily lesson of how they do not fit into mainstream culture. In the past, I defined oppression as only that which is obvious and intentional. I never realized the part I played. However, during a class field study to investigate privileged positions in everyday environments, I learned otherwise.   Thesis:   Without meaning to, I caused harm by participating in a system where I gained from others’ subtle oppression. In one of these spaces, the local mall, everything from advertisements to food to products, to the locations of doorways, bathrooms and other public necessities, made clear my privilege as a white, heterosexual male.

Body paragraph

Topic sentence : Peggy McIntosh describes privilege as an invisible knapsack of tools and advantages. This description crystalized for me when I shopped for a greeting card at the stationary store. There, as a white, heterosexual male, I felt comfortable and empowered to roam about the store as I pleased. I freely asked the clerk about a mother’s day card.   Writer’s past position:   Previously, I never considered that a store did anything but sell products. However, when I asked the sales clerk for same sex greeting cards, she paused for a few seconds and gave me a look that made me feel instantly uncomfortable. Some customers stopped to look at me. I felt a heat move over my face. I felt, for a moment, wrong for being in that store.  I quickly clarified that I was only doing a report for school, implying that I was not in fact homosexual.   Writer’s current position:   The clerk’s demeanor changed. I was free to check, she said.  It was the only time during the field study that I had felt the need to explain what I was doing to anyone. I could get out of the situation with a simple clarification. But what if I really was a member of the homosexual community? The looks and the silence taught me that I should be feared.  I realized that, along with its products, the store was selling an image of normal. But my “normality” was another person’s “abnormality.”  After I walked out of the store I felt guilty for having denied being homosexual.

Summary of learning:   At the mall I realized how much we indirectly shame nonprivileged groups, even in seemingly welcoming spaces. That shame is supported every time I or any other privileged individual fails to question our advantage. And it leads to a different kind of shame carried by privileged individuals, too.   Value for self and others:   All of this, as Brown (2003) documents, is exacerbated by silence. Thus, the next step for me is to not only question privilege internally, but to publicly question covert bias and oppression. If I do, I may very well be shamed for speaking out. But my actions might just encourage other people to speak up as well.

Sample paragraphs adapted from James C. Olsen's Teaching Portfolio from Georgetown University .