Models and methods of reflection

There are numerous models of reflective practice ranging from simple, common-sense models that outline;

• What went well?
• Why?
• What didn't go well?
• Why?
• What will I do the same next time?
• What will I do differently next time?

or Rolfe's framework:

• What? (Describe the situation)
• So what? (Theory and knowledge building)
• Now what? (How to improve the situation)

through to Roth (1989) who summarises Reflective Practice as:

• Questioning what, why, and how one does things and asking what, why and how others do things
• Seeking alternatives
• Keeping an open mind
• Comparing and contrasting
• seeking the framework, theoretical basis, and/or underlying rationale
• viewing from various perspectives
• asking "what if.."
• Asking others' ideas and viewpoints
• Using prescriptive models only when adapted to the situation
• Considering consequence
• Hypothesising
• Synthesising and testing
• Seeking, identifying and resolving problems.

Which ever model you choose, whether it is simple or more complex there are various methods you can use to complete this reflection.  It can be formal, e.g. for a course an overall review could be carried out. A less formal approach could simply involve the trainer reflecting back on a session and considering the various activities carried out as part of their teaching. There are various techniques which can help in this reflective process:

• Keeping a journal, reflecting in writing, on the various training sessions delivered.

• Critical incident analysis, this approach is where key incidents during the training are analysed and evaluated. It is important to remember that this should involve positive events as well as those where the training did not achieve its objectives.

• Mind mapping, this involves the trainer in 'drawing' the ideas surrounding a particular concept or problem in the form of a 'mental map', this allows the trainer to reflect, clarify and reshape their ideas.

• Peer review involves other trainers observing the training and providing their feedback.

• Mentoring involves using another, usually more experienced trainer, to act as an advisor.

• Identifying a critical friend. This individual is enlisted as a listener and 'sounding board' by the trainer.

• Online training communities. Technology now allows trainers with common interests to share problem-solving techniques and examples of good practice. (like this blog!)

Reflective practice should not always be thought of as a solitary process to be carried out by an individual trainer. It can be useful to involve others in the process: