Where Passion Meets Education

Self-reflection is a critical strategy in developing a connection to content and eventual learning. Through self-reflection, learners can form a meaningful connection to the content that is authentic to them. Reflection is necessary for critical thinking skills and profound learning (Quinton & Smallbone, 2010). An engagement in reflection supports the development of the critical approach to learning (Cleary et al., 2013).  Reflection engages cognitive and affective domains and might impact the behavioural domain as well (Cleary et al., 2013).  The development of this skill requires practice and encouragement  (Coleman & Willis, 2015).  A teacher, who can facilitate the reflective process, is critical for the development and application of this skill in a learner  (Asselin, 2011).    

Several models, including the Gibbs model, are commonly suggested to guide this process (Coleman & Willis, 2015). As an educator, I have utilized the Gibbs model to guide several students who were struggling with the process of reflection. Feedback regarding this technique has been generally positive, and students appreciated a structured approach to reflective assignments. Reflective practice enhances “learning and higher-order thinking skills” (Coulson and Harvey, 2013, p. 401), and the strategies of reflection and group work impact learning outcomes and student engagement (Adelopo et al., 2017).