Reflective Learning

“Critical reflection is the part of experiential learning that generates, deepens, and documents learning.” – Patti Clayton

Reflection involves critical thought about processes.  It is analytical in nature, subject to critique and guided with structure.  Reflection is not a private, free-formed activity.  Reflection is a grade-able assignment that provides evidence of learning.

We use the DEAL models for our reflection activities.  DEAL stands for: Describe, Examine, and Articulate Learning. 

describe
  • Example questions: When did experience take place, where did it take place, why did the situation occur, what was said, who else was there, etc?
examine
  • Example questions: What roles did each person play, what was trying to be accomplished, what tradoffs occurred, what connections were made, what could be improved, what should have been differently, how did the experience make you feel?
articulate learning
  • Goal should be to express importance of learning, explain an enhanced understanding, connect learning to specific activities, ect. To effectively articulate learning, students need to express more than just facts and efforts should be made to apply what was learned in a specific situation to more general situations
  • Sample prompts include: I learned that...., I learned x when...., In light of this learning.....