Drawn from Kolb’s (1984) experiential learning cycle, this commonly-known framework asks the reflector to describe the situation, articulate why it matters, and what they will do with that information. This describe-analyze-propose action framework does not prescribe a ‘right’ way to reflect; rather, it helps students to “enter into a more meaningful exploration of events” (Driscoll & Teh, 2001, p. 99). Rice (n.d.) adds a fourth element for reflection, which integrates the role of affective expression: Gut?
What
A cognitive description of the experience that is objective
Gut
A reflection on one’s interpretation of events and what emotion it did/did not evoke
So What
An analysis of why the experience is important
Now what
How this experiential learning will be applied to one’s life going forward
References
- Driscoll, J. & Teh, B. (2001). The potential of reflective practice to develop individual orthopaedic nurse practitioners and their practice. Journal of Orthopaedic Nursing, 5, 95-103. http://learntech.uwe.ac.uk/Data/Sites/26/docs/assessment/Driscoll,%20Teh%202001.pdf
- Driscoll, J. (1994). Reflective practice for practice: A framework of structured reflection for clinical areas. Senior Nurse, 14(1), 47-50.
- Rice, K. (n.d.). Engaging all partners in reflection: Designing and implementing integrative reflection opportunities. https://gato-docs.its.txstate.edu/jcr:87d8e36c-d17a-4c0f-b05d0f8f223fd97a/ricereflectionpacket.pdf
