Reflection or Reflective Thinking

Reflection or Reflective Thinking: Reflective thinking bridges the world of observed and experienced facts with the world of ideas. For students, reflection engages them with their own learning, offering the opportunity to make connections across curriculum and life. For reflective practitioners and educators, reflection is a means to review and assess how theory or planned activities worked in actual practice, and to learn from experience. Research on critical reflection identifies “4 C’s” for effective reflection: Continuous in timeframe, Connected to the ‘big picture,’ Challenging to assumptions and complacency, and Contextualized in terms of design and setting.

Evidence Base for Reflection or Reflective Thinking:

Articles and Websites
Its Life- Learning for Teaching-Reflective Practice:

British Council- Teaching English:

National Service-Learning Clearinghouse- K-12 Reflection Fact Sheet:

Eyler, Janet et. al (1996). A Practitioner’s Guide to Reflection in Service-Learning: Student Voices and Reflections. Nashville: Vanderbilt University. This books is intended as a practical resource to assist in developing reflection activities for service-learning and other experiential learning. The guide is based directly on student experiences with reflection in college level service-learning courses.

Mezirow, Jack and Associates (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Fransisco, CA: Jossey-Bass Publishing Inc.

York-Bass, Jennifer et. al. (2006) Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd edition. Thousand Oaks, CA: Corwin Press. A comprehensive book describing fundamentals of reflective practice for continuous learning, including individual reflection, group, team, and school-wide reflection models for personal and professional development.