Reflective Learning: Evaluation And Reflection In Work-Based/Related Learning

David Kolb’s Experiential Learning

Reflective Learning allows individuals to learn from their experiences which could help them to develop critical thinking skills and make improvements in analyzing their experiences (Moon, 2013). Reflective Learning can help in deep learning which uses activities such as using a self-evaluation, peer review and use of Personal Development Planning. Reflective learning can be used to keep a journal or record of the experiences and analyze the learnings gained from those learnings (Leask and Terrell, 2014). This process of recording experiences will help individuals to understand the need of creating a link between our past performances and present performances. This will make us point out our mistakes and we can figure out the ways in which our learning is head to a positive direction. The individual who reflect their ideas will remember their experiences and reflect them in a better way. This will also help to figure out the solutions if faced similar situation in the future. If the experience was positive, the person might want to repeat the experience. If we take example of a group of individuals taking up a task of performing few activities, they might reflect on their experiences through the lectures. This will help their professor or tutor to understand the level of understanding from the lectures given. Individuals working in the team will learn from their own experiences and learn from other team members’ experiences too. Individuals can broaden their perspective by using the group reflection learning.

The following reflective report will cover a critical evaluation of two different reflective models and the reflection based on one week given in the module. The Reflective frameworks are used for reflecting and encouraging to build a structured process to display the reflection. There are various models available but there is no right model. It depends on people to select the most relevant model which will assist to learn from the experiences. It is advisable to make the reflection on the basis of one model but the alternative models should also be used to see if it suits the relevancy. Graham Gibbs model of The Reflective Cycle, Borton’s Guiding Reflective Model, REFLECT Cyclical Model, David Kolb’s Experiential Learning, Donald Schon’s Reflection-in-action/ Reflection-on-action model, and John’s model of Structured Reflection are some of the famous reflective models used to reflect on the individual experiences.

David Kolb publish the experiential learning styles in the year 1984.There are two levels in Kolb’s Experiential Learning, A four-stage cycle of learning and four separate learning styles. The Kolb’s theory is mostly concerned with the cognitive process of a learner. Kolb’s learnings involve the concepts that can be applied to various situations. Kolb’s theory is catalyzed by the new experiences which helps in development of new concepts (Kolb, 2014).

The stage one of David Kolb’s is Concrete Experiences where an individual is having certain experiences. This stage states that there are many experiences we can get from our homes, our place of work. These experiences help us to learn a lot and provides an opportunity to understand the importance of Kolb’s learning cycle. The stage two is about The Reflective Observation which allows an individual to review and reflect on their experiences. Reflection refers to observing our activities performed in the past and making their learnings out of the experiences. People can be good at reflecting their experiences and few require to train themselves in order to review their experiences and record them. The stage three is Abstract Conceptualization which states that we need to find out the meanings of our experiences. We need to analyze whether the experience is positive or negative. This will create the hypothesis of our experiences and help us to derive the actual meaning of our experiences. The fourth stage is the Active Experimentation stage where the hypotheses we have adopted are tested to see its effectiveness. The experiences we have will either support our hypotheses or challenge it. It is important to have experiences but it is more important to learn from those experiences.

Terry Borton’s 3 Question Model (Guiding Reflecting Model)

Terry Borton’s Guiding Reflective Model was developed in the year 1970 which is a simpler guidance provided to write a short reflection. The model focuses on different experiences and reflection on learnings and the development of those experiences during the course of time. The model has three questions to be answered: What?, So What?, and Now What?. This model is much simpler compared to the David Kolb’s Experiential Learning Model (Jorwekar, 2017). Borton’s model will be used to write the reflection on Week 4.

What (What happened and my feelings at that time)

The first question focuses on describing what has happened with relation to the experience at that point of time. The description should be simple and easily understood by individuals and people involved in the experience.

During the simulation game, our professor first divided us into 5 groups with 5 members in each. The professor prepared a simulation game for each group which he prepared in the previous week. He gave us a game to play which would determine our individual skills and competencies and leadership qualities. He told us to play a Management Simulation game over the internet that would test our management skills and help out our team as well. I was very excited to play the game I would have gained knowledge on my leadership skills. The other groups initiated the game first which made me think that even I could have readily accepted the game first and helped my team to understand their management skills. One of the aspects of playing this game was that it involved teamwork, communication and coordination among the team members. The second situation was to create a similar simulation game that will require team to coordinate. We named our team as ‘Simulators’. The name was based on the kind of simulation game our professor asked us to play. The accounts were created for the game we made, we also set up people who will perform the role of management personnel in the game. Since I wanted to explore my leadership skills, with the entire team’s opinion, I became the leader of the team as well as the leader in the game.

At this stage, the analysis of the experience is made. This is where individuals try to put sense into their experiences in the situation they have described and make considerations on how to make things differently. This stage is cognitive, intellectual and rational which helps in finding out the experience and reflecting them on individual practices. At the beginning of the game when we started the game, we had to select few colored tabs stating certain qualities and activities. At first I thought it was simple marking schemes, but I later realized those where my understanding as a leader. I did not read the instructions properly which I believe should have been followed by me. The team members were supportive and coordinated with each other during the simulation game.

At this stage, the propose action plans are formulated following the experience or the event. This stage requires the individual to analyze their current plan and accordingly take actions for the next steps. The implications on the individuals will be analyzed, the learning from reflecting on the practice is also understood, and aspects that should be handled first. After the experience I gained from playing the simulation game, I learned that it is important to pay attention to details and carry out the tasks. The help can be taken from professors, team mates and tutors regarding the similar situation. The implication would be to gather the team and decide on the factors that may have an impact on the team’s coordination and performance. As a leader, I would accept the opinions and suggestions of all team members.

Conclusion

In conclusion, I would state that reflection is an effective method to the purpose learning of our experiences. It is also important to analyze the situation first and then aim at deriving the end result. This is often not followed by individuals which makes them incompetent to understand the meaning of their experiences. The study on reflection has helped me to understand the purpose of activities carried out during my semester. I has helped to improve my activities in daily life by recording my experiences.

References

Boud, D., Keogh, R. and Walker, D., 2013. Reflection: Turning experience into learning. 3^rd ed. Abingdon, United Kingdom:Routledge.

Jorwekar, G.J., 2017. Reflective practice as a method of learning in medical education: history and review of literature. International Journal of Research in Medical Sciences, 5(4), pp.1188-1192.

Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. 2^nd ed. New Jersey, United States of America: FT press.

Leask, M. and Terrell, I., 2014. Development planning and school improvement for middle managers. 3^rd ed. Abingdon, United Kingdom: Routledge.

Moon, J.A., 2013. A handbook of reflective and experiential learning: Theory and practice. 4^th ed. Abingdon, United Kingdom: Routledge.

Paterson, C. and Chapman, J., 2013. Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport, 14(3), pp.133-138.