Reflective Writing - Models of Reflection and Reflective Practice

MODELS OF REFLECTION AND REFLECTIVE PRACTICE

Here we include some more models for you to consider.

Argyris and Schön (1978) introduced another way of thinking about reflection: that of single loop and double loop learning. In single-loop learning, individuals, groups, or organizations modify their actions according to the difference between expected and obtained outcomes. In double-loop learning, the entities (individuals, groups or organization) question the values, assumptions and policies that led to the actions in the first place; if they are able to view and modify those, and then double loop learning has taken place.

Single loop learning has similarities with Kolb’s experiential learning cycle. The questions involved in single loop learning may begin with ‘what:’ “what did I do, what did I notice, what is the gap between what I wanted and what I got? What shall I do about it?”

However double loop learning takes us outside the ‘what?’ questions and requires us to ask ‘why:’ “Why did I do it that way? Why did I get those results? What were my underlying assumptions, values, beliefs? Why do I have those? Where do they come from? Why did they have this impact?”

For a diagram of this model have a look at these links: LINK 1 - LINK 2

Gibbs’s (1988) model is one which has been used with success by a range of healthcare practitioners. Gibbs takes as his starting point the event, or experience around which the reflection is based, and begins by asking the reflector to describe what happened. The process moves through feelings at the time, an evaluation of the experience in terms of good and bad practice, further analysis asking for ‘sense making’, or theoretical perspectives, before reaching a conclusion and following up with an action plan. Whilst this has been useful for many people beginning on their reflective practice journey, it has been criticised for being too formulaic and reducing reflection to a series of steps.

The 6 stages are:

Description of the experience
Feelings and thoughts about the experience
Evaluation of the experience, both good and bad
Analysis to make sense of the situation
Conclusion about what you learned and what you could have done differently
Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

For a picture of this model have a look HERE.

Whilst Gibbs’ model offers some useful steps with which to structure reflective processes, it has been argued that a broader, more critically reflexive approach is needed. Examination of values, beliefs, assumptions with a view to change, quality development and respect for difference are called for.

Jarvis’s (1995) model provides a different orientation. He believed that reflective practice is something more than thoughtful practice and that practitioners can continue to learn, grow and develop in and through their practice. His model set out to show that there are various responses to the potential learning situation. He used Kolb's model with a range of adult groups and asked them to explore it based on their own experience of learning. He was then able to develop a model which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning.

To see these, we need to trace out the trajectories on the diagram he produces. For an image of the diagram, have a look HERE.

What Jarvis’s model shows is that reflection is variable, has different outputs, different depths of criticality and therefore defies absolute definition. However, if we understand the intentions, the processes and the outcomes of our reflective practices, we are more likely to engage in them variably and with enjoyment and success.

Allan (2009) offers the DEBRIEF model, used with trainee surgeons:

Describe	events as factually and dispassionately as possible
Evaluate	what went well, you were pleased with what you would like to change next time
Bring out	emotions/values/beliefs/assumptions that underpinned the actions you took
Review	in light of previous similar experience how would someone else have done this
Identify	Learning points
Establish	follow up actions to bring about change
Feedback	Seek feedback on actions, changes and developments

http://educatingtrainers.blogspot.com/2011/01/debrief-reflective-tool-for-workplace.html

DEBRIEF maps onto the Experiential learning cycle, but extends some of the stages beyond the single loop into the double loop learning:

(Kolb’s experiential learning cycle with DEBRIEF added)