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Report on guided reflection: A tutorial for students and
evaluators
Prepared by:
Kate Whalen
Senior Manager, Academic Sustainability Programs
McMaster University
August, 2017
2 K. Whalen. 08.28.2017
Table of Contents
Background and literature review ................................................................................................................ 3
Reflection: category relevance and evaluation ............................................................................................ 4
Sample Reflection ....................................................................................................................................... 10
References .................................................................................................................................................. 17
Appendix A: Evaluation Matrix ................................................................................................................... 15
3 K. Whalen. 08.28.2017
Background and literature review
The role of experience in the learning process can be easily understood by reflecting on some common
real-life examples, such as a situation where one has learned something new through experimentation,
stumbled upon a great idea through taking part in a new activity or felt the consequences of a big
mistake. A review of the literature shows a long history of research into the role of experience in the
learning process, which has been conducted by researchers including John Dewey, Kurt Lewin, and Jean
Piaget (see Kolb 2015)to name a few. The body of knowledge on this topic extends to include a plethora
of related information on topics such as student learning styles, intrinsic versus extrinsic motivation,
surface versus deep learning, as well as tools and techniques for educators including community-based
learning, problem based learning, and reflective writing. It is widely agreed that experience plays a role
in learning (see Kolb 2015). There is increasing knowledge on the role of reflection in the experiential
learning process. From the educational studies noted above, it is widely accepted, and clearly described
by Kolb and Kolb (2009), that experiences are the basis for reflections, which can then lead to new
experiences. Through experience, ideas are formed and re-formed (Kolb and Kolb 2009), and reflection
can help extract meaning from these experiences (Moon 1999; Boud 2001). Furthermore, we know that
reflecting on experiences can help to deepen the quality of learning as well as to enhance other learning
(Moon 1999). From Kolb’s Theory of Experiential Learning and the Learning Cycle (2015), which is
illustrated in Figure 1, we can understand that the act of reflection is the important first step into
drawing meaning from an experience, and in guiding the learner to establish new ideas and to engage in
new learning experiences.
Figure 1. The Experiential Learning Cycle (Adapted from Figure 2.5, Kolb 2015, p. 51).
4 K. Whalen. 08.28.2017
Reflection: category relevance and evaluation
Adopted from previous works, the literature review above, and aligned with the widely accepted
Bloom’s Taxonomy of Educational Objectives (Anderson et al. 2001), the framework below has been
developed to support student reflection within the Sustainable Future Program courses at McMaster
University. However, although the framework was developed for a specific program, a primary goal was
to ensure the categories were general enough to be used for various applications. That being noted, it is
encouraged that consideration be given to framework modification to suit the specific nature, context,
and level for the specific application.
The two primary categories include Recount and Discussion. Recount includes lower level cognitive
processes dimensions, which relate to Booms Taxonomy for Remember, Understand, Apply, and Analyze
(Anderson et al. 2001). The Discussion category includes higher level cognitive process dimensions,
which relate to Blooms Taxonomy for Evaluate and Create (Anderson et al. 2001).
It is important to note that the level of cognitive processing required increases with each sub-category
below. For example, Important aspects of the story, requires a higher-level of cognitive processing than
Temporal indicators, and so on. As such, the associated marks for evaluation are higher for sub-
categories under Discussion, and lower for sub-categories for Recount. Instructors and evaluators may
choose to value each sub-category differently, based on various aspects such as the instructional goals
for the course and/or prior knowledge of the student.
Recount
Upon completion of this task, the student will be able to retell their story to give the reader a sense of
their experience. Note that the reader may be the same student at a later date, and the story should be
told to remind themselves of their own experience. If someone else will be reading the reflection, such
as an instructor or a mentor, the student should provide the reader with information to help them
understand the student’s experience. This can be accomplished by including the following components:
Temporal Indicators
Relevance
A reflection is an account of an experience at a point in time, which is impacted by such things as past
experiences, culture, and current events. In this respect, time and temporal order of events will help
provide context for, and relevance of the experience.
5 K. Whalen. 08.28.2017
Evaluation
Upon completion of this task, the student will be able to demonstrate that they can recall factual
knowledge of time and events by including the full date of when the reflection is taking place, as well as
include the date of any major events in which a full date would contribute to the understanding of the
reflection. The student will be able to demonstrate how they organize factual knowledge by providing
reference to time when recounting events throughout the reflection to demonstrate progression of
learning in connection to their experiences.
Note: references to time such as ‘last week’ or ‘yesterday’ are quite sufficient once the full date of
writing has been included.
Important aspects of the story
Relevance
The ‘important’ aspects of the story include those events that brought about an important thought,
realization, reaction and/or feeling. An event can be described but unless the student clearly highlights
why and how the event is important for and connected to their learning, it could merely be interpreted
as an item on the agenda.
Evaluation
Upon completion of this task, the student will be able to distinguish parts of their experience that are of
more or less importance. The student will be able to describe events and provide justification as to why
and how the particular events are relevant to their learning. The student will be able to summarize all
information clearly and concisely.
Connection to academic theory
Relevance
Reflection here is tied to an academic assignment whereby it helps to connect theory and practice to
enhance knowledge and understanding of each. Seeking out new information helps to make sense of
and extract meaning from one’s experiences.
Evaluation
Upon completion of this task, the student will be able to interpret their experience with support from
academic theory as well as demonstrate their knowledge of theoretical concepts from the discipline
6 K. Whalen. 08.28.2017
through connection to their experience. As such the student will demonstrate how information from
theory and from practice can together support learning. Anderson et al. describe this as being able to
‘convert information from one representation form to another’ (p. 70).
Note: the student may find additional value through sourcing new information, beyond the
lecture/course material, to help derive meaning from the experience(s). Additionally, maintaining
consistent and correct referencing is necessary to ensure academic integrity (e.g., correct citing of
sources).
Discussion
Upon completion of this task, the student will be able to evaluate their experiences and more
effectively derive and make meaning from them. Through the use of higher-order cognitive
processes – namely evaluation and creation – any knowledge gained through reflection can be
transferred to, and used to support new learning experiences, as described by Kolb’s learning cycle.
Employing higher-order cognitive process can be accomplished through the following components:
Personal thoughts and feelings
Relevance
A thought is an idea or opinion produced by thinking, or occurring suddenly in the mind (Oxford
University Press 2017). A feeling, on the other hand, is an emotional state or reaction; an idea or
belief, especially a vague or irrational one (Oxford University Press b 2017). Note that in this
context, we are not referring to rational thinking, as we were above, and we are not referring to the
physical sensation of the capacity to experience the sense of touch (Oxford University Press b
2017). Our thoughts and feelings are impacted by our personal values and beliefs. Recognizing how
our thoughts and feelings are shaped when reflecting on them as events will support the act of
critical reflection and help derive meaning from the overall experience. Furthermore, reflecting on
personal thoughts and feelings and how they are involved in learning through experience thus
provides an individual, deeply personal connection to the experience. This uniquely individualized
aspect of experiential learning supports metacognition or knowledge of one’s own learning.
Evaluation
Upon completion of this task, the student will be able to discuss their experience and create
meaning by analysing and evaluating their thoughts and feelings. The student will be able to
demonstrate critical evaluation of their personal beliefs, values, biases, and/or point of view and
how they have impacted their thoughts and feelings as and thus shaped their learning. to ‘ascertain
7 K. Whalen. 08.28.2017
the underlying points of view, biases, values, or intentions…’ (Anderson et al. 2001, p. 82). The
student will be able to clearly summarize all information with a full description, where applicable.
Evaluating cause-and-effect relationships
Relevance
Evaluating the reasons why certain outcomes take place will provide greater understanding of the
event, and will educate about future cause-and-effect relationships.
If a certain action caused a certain response, desirable or undesirable, reflecting on this relationship
will help to draw meaning from it. Analysis and evaluation of the relationship between events at a
more abstract and conceptual level will help generate meaning from the experience and will also
create knowledge that can transcend the specific context of the particular experience. Again, as
learning through experience is specific to each individual, critically reflecting on personal values
and beliefs, as well as how they impact the analysis and evaluation of the cause-and-effect
relationship, is necessary for high-quality reflection.
Evaluation
Upon completion of this task, the student will be able to evaluate cause-and-effect relationship and
make judgement about the positive and/or negative aspects of the events. The student will describe
how their evaluation has been impacted by their personal views and beliefs. Through critiquing, the
student will be able to describe the relationship at a conceptual level, demonstrating that the
knowledge could be transferred. ‘the positive and/or negative features of the event from their
experience, and be able to make a judgement on the outcome, based at least partially on those
features’ (Anderson et al. 2001, p. 84).
Note: knowledge transfer does not have to take place to satisfy this criteria, but rather providing
indication that conceptual knowledge has been created through experience and reflection and is
understood.
Other possible responses
Relevance
Reflecting on events and reframing the problem will educate alternative responses. This process
involves divergent and creative thinking. As stated by Anderson et al. ‘when generating transcends
the boundaries or constraints of prior knowledge and existing theories, it involves divergent
thinking and forms the core of what can be called creative thinking’ (p. 86). Extracting meaning
8 K. Whalen. 08.28.2017
through analysis and evaluation of various aspects of past events will help to educate for the
creation of other possible responses, actions, or ways of doing things differently. Furthermore, by
using knowledge created and employing critical thinking, possible results from the alternative
response can be explored and evaluated.
Evaluation
Upon completion of this task, the student will be able to clearly represent the problem and generate
alternative responses or solutions to addressing it. The student will be able to present and evaluate
the possible results to be achieved by employing the alternative responses.
Planning and future practices
Relevance
Drawing meaning through reflecting on past events will help to educate future responses, actions,
and new experiences. By generating ideas for future experiences and developing procedures to see
the experience through, the next phase of the learning cycle has begun. Considering the possible
outcomes and challenges ahead, will enhance future learning through experience. Searching out,
and engaging in new experiences, (or ‘active experimentation’), will take place through assimilating
and distilling reflections into abstract concepts (Kolb 2015).
Evaluation
Upon completion of this task, the student will be able to generate ideas for future experiences and
develop a detailed plan for active experimentation through the next experience (see Anderson et al.
2001, pp. 84-8). The student will be able to consider and plan for possible benefits and challenges,
as well as how challenges can be overcome.
Relating to other contexts in life/drawing connections
Relevance
Identifying relationships between events in different contexts and applying conceptual knowledge
created in one context to a separate event in another context will support the creation of
dissonance between the events in their specific context and the knowledge at the conceptual level.
Transferring conceptual knowledge to a different situation in different contexts will enhance one’s
ability to create conceptual knowledge and transfer that knowledge and apply it in novel situations.
Again, this process supports the learning cycle and enhances future learning experiences. Grossman
(2009, p. 21) describes that by detaching oneself from one’s thoughts and feelings that they are able
9 K. Whalen. 08.28.2017
to see them as objects for which to reflect on, and that this would allow for higher levels of
reflection to occur.
Evaluation
Upon completion of this task, the student will be able to analyse and evaluate events in different
contexts and describe how they are related to one another. The student will be able to demonstrate
how, through their meaning-making process, their conceptual knowledge from one context can be
transferred to the other. The student will be able to use specific examples to within their discussion
to demonstrate their understanding of the conceptual knowledge they created.
10 K. Whalen. 08.28.2017
Sample Reflection
The reflection in the right-hand column below has been provided by a McMaster student.
Evaluation was based on quality of reflection utilizing the framework outlined within this document.
Evaluation notes can be seen in the right-hand column below. An evaluation marking template can be
found in Appendix A.
11 K. Whalen. 08.28.2017
Sample Reflection:
Car-free Living
By Jane Doe
August 22, 2014
Growing up in the country, public transit and
cycling were not options and getting a car was
a rite of passage necessary for any sort of
independence.
In 2004, I moved to Hamilton for school and
along came my car.
Four years later, there I was living in the
middle of the city with a house, a dog, and a
car. I would joke that I didn’t actually need a
car. To be honest, I feared the possible reality
that I would not be as happy without one.
It was a small repair in November of 2011, one
burnt-out headlight. It would have been an
easy, low cost fix. However, it was just enough
hassle for me to finally make the decision to
become car-free for the first time in my adult
life.
I strategized on how I was going to improve
my personal “modality”, by increasing the
number of modal options readily accessible. I
bought a new bike, entered taxi-cab numbers
into my phone, and kept transit tickets on-
hand and later got a Presto card.
Today, cycling is my main mode of
transportation and I am riding (almost) year-
round. I rent cars when I need them, I travel by
transit when it is convenient to do so, and I call
a taxi when I am tight for time. As suspected, I
have increased my physical activity and the
Sample Reflection Evaluation:
Temporal indicators. Full date is included. This aligns
with Rubric Component (RC) 1.
Important aspects of the story. Clear description is
provided, including context of aspects that contributed
to expectations and life values associated with car
ownership (RC 3). Reference to personal thought of car
ownership is also shared (RC 4).
Temporal indicators are used again here. Temporal
progression of events is provided (RC1).
Personal thoughts and feelings about fearing the need,
or dependence on a car (RC 4). This is also an
important event (RC 3).
Important event that leads to getting rid of the car (RC
3).
Provides other possible responses to the problem of
driving a car, such as bike, transit and taxi (RC 7).
Evaluating cause and effect relationship. Shows the
effect of the above strategies (RC 5). Describes the
positive aspects of the event, judgement on the
outcome is provided, and shows critical thinking with
12 K. Whalen. 08.28.2017
time I spend outdoors. Additionally, I am
better at planning ahead. My holiday shopping
is done well in advance, I plan my trips more
efficiently, and I always give myself more than
enough time to travel. Overall, I feel that these
things contribute to increased happiness and
lower levels of stress.
It seems simple, I love cycling, yet, for years I
traveled mainly by car. One day, I decided to
do more of what I loved, and it has benefitted
me every day since. I found an article showing
that there are lots of people who find
enjoyment in active commuting, even more
than those who travel by car1! In reading this
article, I found that many of the ideas
mentioned in the article really resonate with
me, such as enjoyment found in walking and
cycling with groups of friends as well as finding
enjoyment in cycling through areas where you
feel there is a sense of community.
I wonder what our society would be like if
people focused on things they found true
happiness in. Would we all be in better health
because we spent more time with our pets, in
the park, rather than in front of the TV? Would
we get to work invigorated because we walked
with a friend? Furthermore, would our planet
be in better health too? My guess is yes.
respect to personal views (RC 5 & 7).
Connection to academic theory. Interprets the
concepts from article, uses it to support the
experiential learning, and includes full reference (RC2).
Shows a relationship to other context in life, including
those other than the initial topic of transportation (RC
6).
Discusses other possible responses as well as the
results that could be achieved (RC 7).
1 Paez. A., Whalen, K., 2010. Enjoyment of Commute: A comparison of different transportation modes.
Transportation Research Board A: Policy and Practice. V.44, 537–549
13 K. Whalen. 08.28.2017
I took this as a challenge to evaluate things in my
life that I take great joy in and do more of them,
which seems simple. For example, I love cooking
and I find great joy when my house is filled with
my friends and family. Rather than eating out at a
restaurant, I started hosting monthly dinner
parties where everyone brings a dish to prepare at
my house. We find ourselves laughing and
spending quality time together. We also try to
include as many local and fresh ingredients into
our meals as possible. This has become another
example to confirm my theory. To be honest, just
as commuting in the company of others increases
enjoyment of traveling, washing dishes in the
company of friends makes doing the task fun.
Going forward, I am going to make an honest
attempt to continue to find things that I enjoy and
substitute those that are less beneficial to my
health, my bank account, and the environment.
My next goal includes finding outdoor, active, and
community-based activities that my friends and I
can take part in. Most recently, I have invited my
neighbourhood friends to attend this month’s Art
Crawl together. I have also initiated a weekly,
Sunday morning, escarpment stair climbing group
with my athletic friends. I couldn’t help but smile
when their significant others suggested that we all
get together for a homemade, healthy brunch
afterwards. No doubt that this is their way of
getting out of the stair climbing but still being
supportive by cooking, which we all thought was a
fantastic idea. I think that I am really on to
something here!
I do anticipate that this will be a fun and rewarding
challenge early on. However, I think that once all
of the obvious changes are identified, or once I am
faced with some that may be less convenient, I will
Discusses other possible responses. Problem is
addressed, alternatives are provided, evidence of
critical thinking to evaluate results is shown (RC 7).
Discussion of cause and effect relationships.
Positive aspects are described, judgement on the
outcome, critical thinking with respect to personal
views is presented (RC 5).
Relating to other contexts. Critical thinking to
show how ideas are related, connection between
ideas is presented, at least one specific example is
provided (RC 6).
Future planning with specific examples. One or
more solutions presented, evidance of planning,
possible benefits as well as challenges are
discussed as well as how challenges can be
overcome (RC 8).
14 K. Whalen. 08.28.2017
be less inclined to continue. However, I have to
remember that getting rid of my car did not seem
easy, convenient, or fun in the beginning. I knew it
would be hard and that I would encounter
problems along the way. I did persist though, and
it was well worth the effort. Another challenge will
be in finding outdoor activities in the winter. I
think maybe following up an outdoor activity with
hot chocolate might help keep my friends and I
motivated. It is likely that I will have to work with
my friends to decide what we can do to maintain
the enjoyment when the cold weather arrives.
15 K. Whalen. 08.28.2017
Appendix A: Evaluation Matrix
Table 1: Evaluaiton Matrix
Recount
16 K. Whalen. 08.28.2017
Table 1 (continued):
Discussion
Note: the Total Grade and Comments columns have not been represented here.
17 K. Whalen. 08.28.2017
References
Anderson, L.W., D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank, R.E. Mayer, P.R. Pintrich, J. Raths, and M.C. Wittrock. 2001. A Taxonomy for Learning Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Abridgetd Edition ed. New York: Addison, Wesley Longman, Inc.
Boud, David. 2001. "Using journal writing to enhance reflective practice." New Directions for Adult and Continuing Education 2001 (90):9-18. doi: 10.1002/ace.16.
Grossman, Robert. 2009. "Structures for Facilitating Student Reflection." College Teaching 57 (1):15-22. doi: 10.3200/CTCH.57.1.15-22.
Kolb, Alice Y., and David A. Kolb. 2009. "The Learning Way: Meta-cognitive Aspects of Experiential Learning." Simulation & Gaming 40 (3):297-327. doi: 10.1177/1046878108325713.
Kolb, David A. 2015. Experiential Learning: Experience as the Source of Learning and Development. Second ed. New Jersey: Pearson Education, Inc.
Moon, Jennifer A. 1999. Reflection in Learning & Professional Development. New York: Routledge Falmer.
Oxford University Press. 2017. "Thought." Accessed April 25, 2017. https://en.oxforddictionaries.com/definition/us/thought
Oxford University Press b. 2017. "Feeling." Accessed April 25, 2017. https://en.oxforddictionaries.com/definition/us/feeling.