The structure of reflective writing in Education
Reflective writing can take a number of forms. Sometimes it is given as a stand-alone assessment task, for example, when you’re asked to reflect on your own learning in light of educational theory. Reflective writing in Education is also commonly incorporated into other writing tasks, such as essays. Either way, the structure of your writing needs to be determined by the purpose of the task, and the expectations of your lecturer.
Gibbs’s Reflective Cycle is one model for developing and structuring a piece of reflective writing, as outlined in the introductory video of the ‘A reflection’ resource on Learn HQ. However, regardless of which model or approach you use, several elements are generally present in reflective writing.
When reflecting on an experience (such as a classroom observation) you might address the following questions in your writing:
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When reflecting on your learning (such as an educational theory you’ve learned about within a unit) you might address the following questions:
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Whether reflecting on an experience, on your own learning, or both, you will need to make sure you include description, analysis and outcomes or action.
Reflecting on learning
Students in Education are often asked to reflect on their own learning. This generally involves making connections between your own learning experiences and educational theories, as well as considering the implications for your future teaching practice.
