Borton’s Development Framework (1970)
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What? (Description and Self-Awareness) |
So What? (The Analysis) |
Now What? (Synthesis) |
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Scaffold reflection throughout course/program
At the beginning of a course, review assignments, expectations
- What competencies/assignments look familiar and manageable, and why?
- What competencies/assignments look more challenging or difficult for you, and why?
- What parts of your reading, writing, research background and skills make you confident about some parts of the program and hesitant about others?
Follow up annually or sooner with
- To date, what have you accomplished as a [public health professional/historian] and learner?
- What activities, kinds of feedback and other support have helped you the most? How have your [ writing/research] skills changed and improved?
- What kinds of research and revision strategies did you learn and use?
- What does this portfolio demonstrate about you as a [writer/researcher/learner]? Use an analogy, simile, and/or metaphor to describe yourself in your reflection.
Modified from Teaching English 201, Writing in the Disciplines.
DEAL Model (Ash & Clayton, 2009)
D = “Description of experiences in an objective and detailed manner” (p. 41)
E = “examination of those experiences in light of specific learning goals or objectives” (p. 41)
A= Articulation of L= learning - “including goals for future action that can then be taken forward into the next experience for improved practice and further refinement of learning” (p. 41).
Prompts: What did I learn? How did I learn it? What does it matter? What will I do in light of it? (p. 46)
Developmental Reflection Based on a Learning Taxonomy
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Remembering |
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Understanding |
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Analyzing |
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Evaluating |
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Creating |
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Developed by Dr. Carleen Vande Zande
ORID Model
Modified with permission from WatPD PD2: Critical Reflection and Report Writing. Based upon model developed by Colorado State University as cited in Higher Education Quality Committee, 2006
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Objective Relates to Concrete experience-what did you observe, read or hear? Who was involved? What was written? What happened as a result of your contributions? |
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Reflective Relates to Affective experience-how did the experience make you feel? Did your apprehension change or your confidence grow? Did you feel effective, knowledgeable or effective? |
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Interpretive Relates to Cognitive experience. What did this experience make you think? How did it change your thinking? What did you learn? What worked and why? |
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Decisional Relates to Ability to incorporate experiences. What will you do differently next time? What decisions or opinions have you formed? How will the experience affect your career path? How will you use this new information, new skill, or new technology? |
Examples of Assignments
- Sample Assignment: Reflecting on Professional Skill Development
- Sample Assignment: Becoming Reflexive Practitioners
- Sample Assignment: ePortfolio: Inspired Insights, Magnificent Failures, and Unanticipated Connections
- Study: Physics Education A 5-year study found that Reflective Writing and collaboration changes how well students learn
Resources
- Academic Writing: Reflective Writing
- Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(1), 25-48.
- Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154.
- Holmes, T. Intellectual Response Feedback Rubric.
- Kalman, C.S., Sobhanzadeh, M., Thompson, R., Ibrahim, A., & Wang, X. Combination of interventions can change students' epistemological beliefs. Physical Review. ST Physics Education Research, 2015.
- Reflective Pedagogy Practices.
- Reflection, Integration, and ePortfolio Pedagogy.