Reflective writing Academic Skills

Division of Student Success

Most reflective writing tasks at university encourage you to draw links between your studies and your
experiences. Reflective writing should include analysis as well as description. The purpose of reflective
writing is to:
• stimulate self-awareness;
• develop a deeper understanding of your experiences and knowledge;
• examine new perspectives, and
• inform future practice.
The content and format of reflective writing tasks vary, so check your subject outline and course materials
for specific requirements.

What is reflection?
Reflection is the process of actively thinking about a topic or issue, your personal beliefs, practices,
experiences, emotions, actions, issues, motivations, processes and outcomes.
This reflective process can determine the advantages and disadvantages of a particular approach, identify
personal and professional learning, and inform future action and behaviour. Reflection should be explicit,
deliberate, focused, and relate to personal and professional growth and development.
Many frameworks can be used to guide the process of critical reflection. Three well-known models are
given below. Choose or adapt a model that best suits you and your specific task.

Gibbs’ Reflective Cycle

Gibbs’ Reflective Cycle is a widely used framework for reflecting on and learning from experiences. It
comprises six stages: description, feelings, evaluation, analysis, conclusion, and action plan.

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Example
Here’s an example of how you could use Gibbs’ Reflective Cycle to reflect on a recent experience:

Description

Last week, a colleague was critical of my idea during a team meeting. We were discussing a
project, and my colleague disagreed with my approach. I felt frustrated because I thought
my idea was relevant and impactful and would reduce the project time.

Feelings

At the time, I felt angry and defensive. I felt like my colleague was attacking my work and
frustrating my approach. In addition, I felt angry about the comments as I had put a lot of
effort into presenting my idea.

Evaluation

Looking back on the situation, I realise I may have been too defensive. I did not listen to my
colleague’s ideas or try to understand their perspective. When I look back on the meeting,
I find that some input was designed to help improve my idea, and some input pointed out
noticeable flaws. However, instead of listening calmly, I immediately assumed that my idea
was being attacked, and when it was challenged, I became upset.

Analysis

Reflecting on this experience, I could have handled the situation better. Instead of getting
defensive, as Grant et al. (2018) mention, I could have asked my colleague to explain their
reasoning and listened to their ideas. I should have remained calm. Then, I could have tried
to find common ground or compromise on a solution (pp. 704-708).

Conclusion

Overall, I learned that listening to other people’s ideas and perspectives is essential,
even if they differ from mine. A team only works when members are willing to listen and
communicate, whereas becoming emotional and taking a subjective approach can make a
situation worse (Harris & Sherblom, 2018).

Action Plan

In the future, I plan to be more mindful of my defensive tendencies regarding my ideas and
try to stay open to other people’s critiques. I will also try to ask questions and understand
other people’s perspectives before assuming my idea is the best one.

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What? So what? Now what??

What happened? (Descriptive)

• Describe the context
• Record observations
• Explain feelings and thoughts

So what? (Reflective)
• Evaluate observations, thoughts, and feelings
• Identify themes
• Interpet events in relation to theories, concepts, and readings
• Include analysis, insights, and changes of perspective

Now what? (Implementation)

• Demonstrate application of learning
• Explain how the reflection process will inform future practice

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Example

Topic: The Impact of Mindfulness Meditation.

What:

Mindfulness meditation (MM) is a practice that involves paying attention to the present
moment in a non-judgmental and accepting way. It has gained popularity in recent years
due to its numerous benefits for mental and physical health (Wielgosz et al., 2019). I
have been practising MM in the lead-up to exams to see how it impacts my academic
performance.

So What:

Numerous studies have shown that regular mindfulness meditation can help reduce stress,
anxiety, depression, and chronic pain. Green and Kinchen (2021) state MM can improve
sleep quality, cognitive function, and emotional regulation. Mindfulness meditation has
even produced changes in brain structure and function, such as increased grey matter
density in brain regions associated with learning, memory, and emotional regulation
(Feruglio et al., 2021). Wielgosz et al. (2019) claim that MM is important in regulating health
and psychological performance in academic tasks, such as studying for exams. On the
other hand, there are those, such as Gal et al. (2021), whose research has found that MM
has differing levels of impact on people, with some showing no benefit.

Now What:

During my research and practice, I have formed an interest in continuing to practise MM

as I feel it benefits me. There are several ways for me to continue. One option is to try a
guided meditation app, such as Headspace or Calm. These apps offer a variety of guided
meditations for different purposes, such as reducing stress, improving sleep, or increasing
focus. Another option is to attend a mindfulness meditation class or workshop in person
or online. Finally, I will aim in both my professional life and academic studies to set aside a
few minutes each day to sit in a quiet place and focus on my breath. With practice, I hope
to find that MM becomes an integral part of a daily routine, providing numerous mental and
physical health benefits.

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The DIEP model

The DIEP strategy

The four steps in this approach are describe, interpret, evaluate, and plan.
Watch our video on the DIEP method of reflection

Describe objectively what happened

D Answer the question: “What did I
• do,
• read,
• see,
• hear, etc?

Interpret the events

I Consider why events happened in the way they did.
Explain:
• what you saw and heard,
• your new insights,
• your connections with other learning,
• your feelings, and
• your hypotheses and/or conclusions.
Answer the question: “What might this mean?”

Evaluate the effectiveness and usefulness of the experience

E Make judgements that are clearly connected to observations you have made.
Answer the questions:
• What is my opinion about this experience?
• What is the value of this experience?
• Why do I think this?

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 Plan how this information will be useful to you
P Consider in what ways this learning experience might serve you in your:
• course,
• program,
• future career, and
• life generally.
Answer the question: “How will I transfer or apply my new knowledge and insights in the
future?”

DIEP strategy for writing a reflection

Use the DIEP model to assist you to:
• gain insight into your own learning and performance,
• interpret and evaluate key aspects of your experience or learning,
• connect your experiences and ideas to theories, concepts and readings,
• identify and analyse themes or focus areas, and
• inform future practice.

Example

Clearly communicating evidence-based teaching practice develops the trust and support
of students’ parents. During my primary school teaching placement, a parent demanded
that his child’s guided reading level be increased.

My supervising teacher clearly explained her reasons for denying this request by
describing her reading program, its processes, and the evidence supporting it.My
supervising teacher uses PM Benchmarks Reading Assessment Resources (Smith et al.,
2008) to access each student’s current instructional reading level. All students should
receive reading instruction using texts at their instructional level (Fountas & Pinnell,
2012) in addition to other components of a reading program (e.g., modelled reading,
silent reading etc.). “We know that a “just-right” text for instructional purposes is one
where the reader can read 90—95% of the words easily [and this] is considered the
child’s instructional level” (Clay, 1991 as cited in Rog & Burton, 2002, p. 348). Additionally,
children need to demonstrate comprehension (Fountas & Pinnell, 2012, p. 270; Smith et al.,
2008). These levels are re-assessed regularly because reading assessment is “dynamic-
temporary, not static” (Fountas & Pinnell, 2012, p. 275). When my supervising teacher
explained this to the parent, he expressed an understanding of and gratitude for my
supervising teacher’s clear explanation.

My observation of this parent/teacher interview demonstrated, not only the importance

of evidence-based practices but also the professional credibility that is gained when
evidence-based teaching practices are clearly communicated. This was apparent when
the initially abrasive approach of the child’s parent softened as the teacher explained
her reading program and the evidence underpinning her practice. Reflecting on this
experience encouraged me to think about how I will ensure my own teaching practices are
evidence-based and explicit. I decided to try using learning intentions (Australian Institute
for Teaching and School Leadership, n.d.) to assist me to develop clear learning goals
(Fisher et al., 2017, Figure 1.1). I also realised I need to improve the way I communicate in a
professional context, so I will join the Primary English Teaching Association Australia and
attend meetings to explore and discuss effective literacy practices.

Can you identify the stages of Describe, Interpret, Evaluate and Plan in this reflection? Check out our
interactive solution on the Academic Skills I2 site.
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Why do we reflect?
Reflection brings together theory and practice. It enables professionals to systematically find effective,
practical ways of applying theoretical knowledge in the contexts in which they work.
✔ Top tip: reflection can and should inform future action and is essential to both personal and
professional development.

References
Australian Institute for Teaching and School Leadership. (n.d.). Learning intentions and success criteria.
https://tinyurl.com/38btn869
Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R.
Keogh & D. Walker (Eds.). Reflection: Turning experience into learning (pp. 12-35). https://doi.
org/10.4324/9781315059051
Feruglio, S., Matiz, A., Pagnoni, G., Fabbro, F., & Crescentini, C. (2021). The impact of mindfulness
meditation on the wandering mind: A systematic review. Neuroscience and Biobehavioral Reviews,
131, 313-330. https://doi.org/10.1016/j.neubiorev.2021.09.032
Fisher, D. Frey, N., & Hattie. (2017). Teaching literacy in the visible learning classroom, grades K-5. Corwin
Press.
Fountas, I. C., & Pinnell, G. S. (2012). Guided reading: The romance and the reality. The Reading Teacher,
66(4), 268-284. https://www.jstor.org/stable/23321307
Gal, E., Stefan, S., & Cristea, I. A. (2021). The efficacy of mindfulness meditation apps in enhancing users’
well-being and mental health related outcomes: A meta-analysis of randomized controlled trials.
Journal of Affective Disorders, 279, 131-142. https://doi.org/10.1016/j.jad.2020.09.134
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
Grant, V. J., Robinson, T., Catena, H, Eppich, W., & Cheng, A. (2018). Difficult debriefing situations: A
toolbox for simulation educators. Medical Teacher, 40(7), 703-712. https://doi.org/10.1080/014215
9X.2018.1468558
Green, A. A., & Kinchen, E. V. (2021). The effects of mindfulness meditation on stress and burnout in
nurses. Journal of Holistic Nursing, 39(4), 356-368. https://doi.org/10.1177/08980101211015818
Harris, T. E., & Sherblom, J. C. (2018). Small group and team communication (5th ed.). Waveland Press Inc.
Rog, L. J., & Burton, W. (2001). Matching texts and readers: Leveling early reading materials for assessment
and instruction. The Reading Teacher, 55(4), 348-356.
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A
user’s guide. Palgrave MacMillan.
Smith, A., Nelley, E., & Croft, D. (2008). PM benchmark 1: Teachers’ resource book. Cengage Learning.
https://www.stanfordhouse.com.hk/uploads/PMBenchmark1.pdf
Wielgosz, J., Goldberg, S. B., Kral, T. R. A., Dunne, J. D., & Davidson, R. J. (2019). Mindfulness meditation
and psychopathology. Annual Review of Clinical Psychology 7(15), 285-316. https://doi.org/10.1146/
annurev-clinpsy-021815-093423

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