10/26/2022 0 Comments Reflection![]() So What? Explain the significance or relevance of the experience and your interpretations. What happened? What did you do? What did you expect? What was different? What was your reaction? What did you learn? What? Describe the nature of the experience, your role, observations and reactions. ![]() One of the most straight-forward frameworks to support reflection is the What? So What? Now What? model (Borton, 1970): No evidence of insights about self or particular issue/concept/problem as a result of experience Limited/superficial insight about self or particular issue/concept/problem as a result of experience Makes use of existing knowledge without an attempt to evaluate/appraise knowledge demonstrates understanding but does not relate to other experiences or personal reactionĪutomatic/superficial responses with little conscious/deliberate thought or reference to existing knowledge responses are offered without attempting to understand themĭemonstrates superior connection between experience and class content (concepts/theories) and literature evidence of application of theory and reconstruction of perspectiveĭemonstrates clear connections between experience and class content (concepts/theories) evidence of application of theoryĬonnects experience with class content (concepts/theories) but remains superficial or abstractĬonnections are not drawn between experience and class content (concepts/theories) or literatureĪrticulates transformation of their perspective of themself or about a particular issue/concept/problem as a result of experienceĪrticulates new understanding/insights about self or particular issue/concept/problem as a result of experience Students can analyze the experience including their own reactions, behaviours and approaches in retrospect, and should be asked to consider what their expectations would be/ how they would approach similar experiences in the future.Ĭritically reviews existing knowledge, questions assumptions, and articulates new perspectives as a result of experienceĪctive and careful consideration of existing knowledge and articulates new understanding of knowledge as a result of experience Comparing this reflection to those that occurred before or during the experience is particularly impactful and supports rich analysis. Post-experience reflections require students to reexamine and evaluate the changes in their perceptions, assumptions, knowledge, and understanding in light of the experience. These reflection prompts require students to compare their expectations to the reality of the situation in order to solve emergent problems. ![]() Reflections in-action support students in explicitly considering the tacit knowledge and skills they are using to navigate the experience and draws their attention to significant elements of the experience (either internal or external). ![]() This can act as a point or comparison or baseline against which students can compare their perceptions during and after the experience. Pre-experience reflection prepares students for the experience and focuses their attention on their expectations, perceptions, assumptions, knowledge, and understanding prior to the experience. ![]()
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