Structured examination has evolved as an important tool in modern teaching, enabling students to take a more energetic role in their education journey. By taking the time to evaluate their affairs critically, students can heighten their knowledge, manage their weaknesses, and praise their accomplishments. Two broadly acknowledged models that help drive structured reflection are Driscoll’s Reflective Model and Rolfe’s Reflective Model. These models offer an organised way for students to assess their learning adventures and take actionable measures toward progress.
What is Structured Reflection?
Before delving into the distinct models, it’s essential to learn what structured reflection actually means. Unlike everyday reflection, structured thinking is more ordered. It tracks a guided model to allow learners to think critically about their knowledge, both positive and negative, to achieve insights for future progress.
While the general review may involve just thinking about what happened, structured thinking digs more profound. It utilises specific queries and steps to arrange thoughts, confirming that the reflection approach leads to significant findings and actionable measures.
The Role of Reflection in Student Learning
Reflection has long been recognized as a powerful tool in education. It’s not just about looking back but about using past experiences to inform future actions. For students, reflection encourages critical thinking, self-awareness, and personal growth. By reflecting on their learning process, students can identify areas where they need to improve, as well as recognize the strategies that worked well for them.
When structured, reflection becomes an even more powerful tool. It allows students to methodically approach their learning experiences and make concrete improvements, often resulting in better academic performance and deeper understanding of material.
An Overview of Reflective Models
To aid the process of structured reflection, various reflective models have been developed. These models guide learners through specific stages, asking pointed questions that help them explore their experiences comprehensively. Among the most popular are Driscoll’s Reflective Model and Rolfe model of reflection, both of which provide a clear framework for engaging with reflection in a structured manner.
Driscoll’s Reflective Model
Driscoll’s Reflective Model, often referred to as the “What?” model, is one of the simplest and most widely used tools for reflection. It was developed by John Driscoll based on earlier work by Borton (1970). Driscoll’s model is built around three core questions:
- What? – What happened?
- So what? – What is the significance of what happened?
- Now what? – What will I do moving forward?
By answering these questions, students can examine their experiences, understand the implications, and make plans for future action.
Breaking Down Driscoll’s Model
- The “What?” stage involves describing the event or experience in detail. Students consider what exactly took place, how they felt, and what they noticed.
- The “So what?” stage is where students analyze the importance of the event. They dig into why it happened, what they learned from it, and how it made them feel. This phase encourages deeper thinking, moving beyond surface-level observations.
- The “Now what?” stage is forward-looking. It focuses on how the student will change their approach or behavior based on their reflection. It encourages practical application of what was learned.
Rolfe’s Reflective Model
Rolfe’s Reflective Model is another popular tool, also based on a “What?” cycle of reflection. Developed by Gary Rolfe and colleagues, it follows a similar structure to Driscoll’s but tends to be more flexible, making it suitable for different contexts. Rolfe’s model is also built around three key questions:
- What? – What happened?
- So what? – What are the consequences of this?
- Now what? – What can be done to improve or change?
The simplicity of Rolfe’s model makes it particularly appealing in educational settings, where students need a straightforward way to engage with reflection.
Breaking Down Rolfe’s Model
- What? – The descriptive phase. The student reflects on what happened, outlining the event or experience in question.
- So what? – The analytical phase. The student dives deeper into the significance of the event. They ask, “What did I learn from this?” and “How did it affect me or others?”
- Now what? – The action phase. The student considers how they will change their behavior, thinking, or strategies based on the reflection.
Comparing Driscoll’s and Rolfe’s Models
Both Driscoll’s and Rolfe’s models offer a simple and effective structure for reflection, using a three-part approach centered around the “What?” cycle. The key difference lies in how they approach each phase. Driscoll reflective model tends to be more rigid, which can be helpful for students who need clear guidance, while Rolfe’s model is more flexible and adaptable, making it easier to apply in a range of contexts.
The Impact of Structured Reflection on Learning Outcomes
When students engage in structured reflection, it significantly enhances their critical thinking skills. They become more aware of their learning processes, identify their strengths and weaknesses, and make more informed decisions moving forward. This, in turn, boosts their performance in future tasks.
Structured reflection also fosters self-awareness and metacognition—the ability to think about one's own thinking. By regularly reflecting on their learning experiences, students develop a better understanding of how they learn best, leading to improved academic results.
Case Studies and Examples
Take, for instance, a student using Driscoll’s model to reflect on a failed exam. By answering “What?”, they acknowledge the mistake of not studying thoroughly. In the “So what?” stage, they understand the importance of time management. Finally, in the “Now what?” stage, they plan to create a study schedule for future exams. This structured approach helps them improve both academically and personally.
Practical Applications in Classrooms
Educators can implement reflective practices by incorporating structured reflection as part of assignments, projects, and discussions. For example, after completing a group project, students could be asked to use Driscoll’s or Rolfe’s model to reflect on the process, what they learned, and how they might approach similar tasks in the future.
Challenges in Applying Structured Reflection
Despite its benefits, students may find structured reflection challenging, particularly if they are not used to thinking deeply about their experiences. Some students may struggle to move beyond the descriptive phase, while others may find it difficult to implement their reflections into actionable steps.
The Future of Reflective Practice in Education
As education continues to evolve, structured reflection is likely to play an even greater role in helping students adapt to the challenges of the modern world. With advancements in technology, we may see more innovative tools that integrate reflective practices into everyday learning experiences.
Conclusion
In conclusion, structured reflection is a powerful tool that can enhance student learning outcomes. Both Driscoll’s and Rolfe’s models offer effective frameworks for engaging in reflective practice, helping students improve their critical thinking, self-awareness, and metacognitive skills. By incorporating structured reflection into educational settings, teachers can foster a deeper, more meaningful learning experience for their students.
FAQs
What is the main difference between Driscoll’s and Rolfe’s models?
Driscoll’s model is more structured and rigid, while Rolfe’s model offers greater flexibility and adaptability.
Can structured reflection work for all types of students?
Yes, though some students may need additional guidance to engage deeply with the reflective process.
How often should reflection be incorporated into learning?\
Regular reflection after major assignments or learning experiences can be highly beneficial, though the frequency may vary depending on the context.
Are there other reflective models besides Driscoll’s and Rolfe’s?
Yes, other models like Gibbs’ Reflective Cycle and Schön’s Reflective Practice are also widely used in education.
How can educators best support students in reflective practices?
Educators can provide clear guidelines, examples, and feedback to help students engage meaningfully with reflective models.
