Report on guided reflection: A tutorial for students and

evaluators

Prepared by:

Kate Whalen

Senior Manager, Academic Sustainability Programs

McMaster University

August, 2017

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Table of Contents

Background and literature review ................................................................................................................ 3

Reflection: category relevance and evaluation ............................................................................................ 4

Sample Reflection ....................................................................................................................................... 10

References .................................................................................................................................................. 17

Appendix A: Evaluation Matrix ................................................................................................................... 15

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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).

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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.

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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

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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

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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

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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

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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.

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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.

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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

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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

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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.

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Appendix A: Evaluation Matrix

Table 1: Evaluaiton Matrix

Recount

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Table 1 (continued):

Discussion

Note: the Total Grade and Comments columns have not been represented here.

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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.