Rolfe Reflective Model Essay English Book
What is reflective writing?
Reflective writing explores experiences/practice or concepts/theories in order to demonstrate learning and record how your thinking has changed.
Typically, reflective writing will include
- Description of an experience or concept
- Interpretation of the experience or concept and what this means for you
- Outcomes of learning and new thinking, and how you intend to apply your new thinking/learning
Reflective thinking frameworks
Reflective thinking frameworks help you to think and then write reflectively. Choose a framework and follow the steps to help you gain deeper insight as you reflect.
1. The Gibbs reflective cycle
Figure 1. Gibbs reflective cycle(from Gibbs. 1988, as cited in “Teaching Reflective Writing,” n.d.)
2. Kolb’s experiential learning cycle
Figure 2. Experiential learning cycle (from Kolb, 1984, as cited in McLeod, 2013)
3. Rolfe, Freshwater and Jaspers’ reflective practice cycle
Figure 3. Reflective practice cycle (adapted from Rolfe, Freshwater, & Jaspers, 2001, as cited in “Models of Reflection,” n.d.)
Use a framework
Use the questions below to help you think and then write reflectively.
Reflective Thinking Framework
|Reflective Writing Framework|
What did I notice?
Interpretation (So what?)
How can I do things differently?
Outcomes (What next?)
Reflective writing style
Reflective writing is personal writing in an academic environment. Note the following style aspects:
Not acceptable in online forums:
Reflective Writing Sentence Structures
Construct a sentence by selecting words from each column within each section. For example:
For me, the most meaningful element was . . .
State what, where, who, and when, as appropriate to your situation.
Interpretation: So what?
was / were . . .
thought (did not think) . . .
might be . . .
because . . .
reminds me of . . .
felt . . .
Outcomes: What next?
read . . .
feel . . .
learned . . .
skills in . . .
This means that . . .
essential to me . . .
As a next step, I need to . . .
Adapted from Hampton (n.d.)
Hampton, M. (n.d.). Reflective writing: A basic introduction. Retrieved from http://www.port.ac.uk/media/contacts-and-departments/student-support-services/ask/dowlnloads/Reflective-writing ---a basic intrdouction.pdf
McLeod, S. (2013). Kolb: Learning styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html
Models of reflection. (n.d.). Retrieved from http://www.brainboxx.co.uk/a3_aspects/pages/ReflectionModels.htm
Teaching reflective writing. (n.d.). Retrieved from http://www.heacademy.ac.uk/resources/detail/new-to-teaching/STEM-esources/teaching-reflective-writing
The purpose of this case study is to demonstrate how mentoring and coaching have been used within a secondary school to improve pupil outcomes.
Carling School is a richly diverse community, with 49 per cent of pupils having English as an additional language. The school has a pupil population composed of 43 per cent girls and 57 per cent boys; and the majority of pupils enter the school with attainment significantly below the national average. The proportion of pupils on School Action (SA), School Action Plus (SA+) or statement is 17.5 per cent, which is broadly in line with the national average. The proportion of pupils eligible for Pupil Premium funding is 40 per cent, with 27 per cent of pupils in receipt of free school meals (FSM). The staffing profile of the school is that of a relatively young and inexperienced staff, with recruitment difficulties in English and Maths.
The school has received a 'stand-alone' Academy Order in recognition of its good and improving performance. At the last inspection (February 2012), the school was judged to be 'satisfactory' with 'good leadership and management'.