Self-reflection in the context of impact-driven education is the deliberate and systematic process through which students critically examine their learning experiences, actions, and outcomes, with a focus on understanding the broader implications of their work within real-world contexts. It involves critically evaluating one's beliefs, values, strengths, weaknesses, and behaviors, as well as considering how these aspects influence personal growth, decision-making, and interactions with others.
Why Self-Reflection?
Self-reflection holds paramount importance in impact-driven education as it serves as the cornerstone for fostering transformative learning experiences and meaningful societal change. By engaging in self-reflection, students deepen their understanding of their own learning processes and gain invaluable insights into the complexities of real-world challenges. Moreover, self-reflection serves as a catalyst for personal and intellectual growth, fostering a deeper understanding of one's values, beliefs, and motivations. Through this process, students critically examine their experiences, both inside and outside the classroom, discerning the broader implications of their learning within the context of societal challenges and opportunities. By questioning assumptions, considering diverse perspectives, and refining their goals in alignment with their desired impact, students develop empathy, resilience, and a heightened sense of social responsibility, empowering them to become agents of positive change in their communities and beyond.
The How
Gibbs' Reflective Cycle is invaluable in our pursuit of impact-driven education. By teaching students to systematically reflect on their experiences, educators empower them to gain deeper insights into their learning process and personal growth.
The reflective cycle offers a framework for examining experiences and covers 6 stages:
- Description
- Feelings
- Evaluation
- Analysis
- Conclusion
- Action Plan
Here is a guideline for students how to use it:
1. Description (what)
Describe the event or experience you are reflecting upon. The main points to include here concern what happened. This includes providing context, details, and the sequence of events.
Pitfalls to avoid:
- Being overly vague: Ensure that your description is clear and specific. Avoid omitting important details.
- Including evaluations, judgements, or conclusions: These steps will go later. Keep this step as objective as possible.
2. Feelings (what)
Reflect on your emotions and thoughts during the experience. Identify your initial reactions and how your feelings evolved. Try to think about how others in the situation might have been feeling.
Pitfalls to avoid:
- Underestimating emotions: Don't dismiss or downplay your emotions. All feelings, positive or negative, are relevant for reflection.
- Not acknowledging complex emotions: Sometimes, you might experience conflicting emotions. Don't oversimplify your feelings; explore the nuances.
- Focusing solely on yourself and your own emotions: It’s important to explore how you felt in relation to others and how your behavior might have impacted other people.
3. Evaluation (so what)
Assess the positive and negative aspects of the experience. Consider what went well, what didn't, and any surprises. Also consider what other people contributed to the situation (positively or negatively).
Pitfalls to avoid:
- Focusing only on extremes: Avoid categorizing everything as either entirely positive or negative. Look for nuances and mixed outcomes.
- Ignoring your biases: Be aware of any preconceived notions or biases that might influence your evaluation.
4. Analysis (so what)
Analyze the experience by examining the factors that influenced it. Consider your assumptions, behaviors, and the actions of others.
Pitfalls to avoid:
- Jumping to conclusions: Don't rush to conclusions without thoroughly analyzing the situation. Consider multiple perspectives.
- Blaming others: While analyzing, focus on your own actions and decisions as well. Avoid solely attributing the situation to external factors.
5. Conclusion (so what)
Summarize your learning and highlight what changes to your actions could improve the outcome in the future. Reflect on what you could have done differently in the situation. Consider alternative actions, behaviors, or approaches.
Pitfalls to avoid:
- Being overly critical: Avoid harsh self-judgment. The goal is to identify opportunities for improvement, not to excessively blame yourself.
- Ignoring constraints: Consider the context and constraints you were operating under. Sometimes, alternatives might not have been feasible.
6. Action Plan
Based on your reflection, outline the steps you would take if you encounter a similar or related situation in the future. This step is about learning and growth. Try to make it SMART (specific, measurable, achievable, relevant, time specific)
Pitfalls to avoid:
- Creating an unrealistic plan: Ensure that your action plan is feasible and takes into account the real-world complexities of the situation.
- Not being adaptable: Recognize that circumstances may differ in the future. Your action plan should be adaptable and open to modifications.
- Skipping the "How" Aspect: Pitfall: Focusing solely on what you would do differently without addressing how you will make those changes.
The various dimensions to reflect on
Self Reflection plays a pivotal role in impact-driven education, because the reflective practice empowers students to engage in a multifaceted exploration of their learning experiences, encompassing various dimensions:
A. Experience/Activity: Competency development, e.g. collaboration, communication skills, positive impact agent role
B. Process/Procedures: Teamwork, e.g. what’s my role in a group?Individual learning journey, e.g. how have I evolved as a student during the course?
C. Subject Matter/Content: Relevance of content for student at different levels. Cognitive level: what am I learning?
Students can use the Reflective Activity Guide to get guiding questions on the dimensions to reflect on.
Steps for reflection
| Dimensions to reflect on | |||
Experience Activity | Process Procedures | Subject matter Content | ||
| Description | What happened? When and where did it happen? Who were present? What did they do/say? What did you do/say? | What does the (teamwork) process like? What was your role? What do you have to deal with in your environment? What were your assumptions about the process/teamwork/your role/other’s role and what really happened? | What did you learn? (theory, concept, etc.) What were they key content and learning modes you appreciated? How has/have the concept(s) you have learned changed or reinforced your understanding? | |
| Feelings | What were you feeling during and after the situation? What do you think other people were feeling about the situation? What do you feel about the situation now? What do you think other people feel about the situation now? What does this say about your personality, values, assumptions, background believes, etc.? Were there any feelings you had during the experience that may have impacted the experience? | How did you feel about your role? How did you feel about the teamwork process? What did others do, how did that make you feel? Why did you feel what you felt about your role, others’ roles and team process as a whole? What does this say about your personality, values, assumptions, background believes, etc.? Where there any feelings you had during the experiences that may have impacted the process and your role? | How does the concept/content relate to you personally? How had the concept(s) you have learned changed or affected your feelings? | |
| Evaluation | What was good and bad about the experience? What went well, what did not go well? | How was your performance within the team/as an individual? How did you and other people contribute to the situation? (positively/negatively?) | How did you use the course content? Do you think you used the course content well (enough for the experience/activity? How? | |
| Analysis | What sense can you make of the experience? Why did things go well, why didn’t they go well? What might have helped or improved things? | Could you have responded in a different way? How? Could the team have responded in a different way? How? Could the process be different? How? What knowledge, skills and attitudes can help you (and others) understand/analyze the situation? How has this experience changed/influenced your view of self, team dynamics, relationships, society, etc.? | How can the theory explain what happened? Did course content help you make sense of the experience? How? What further research/theories/models can help you make sense of the experience/activity? What does the content mean to you and the whole world? How has this experience changed/influenced your view of the course content? | |
| Conclusion | What else could you have done? What would you change? What have your learned? What skills do you need to handle this better? Which competences, core qualities could you use the next time? | How could this have been a more positive situation for everyone involved? | What does/will this new knowledge change for you? How? What else would you like to learn about this content? (theory, concept, etc. | |
| Action Plan | What knowledge, skills and attitudes do you need for the changes you want to make? How will you develop the necessary competencies? How/where can you use your new knowledge and experience? How will you adapt your actions to improve your competencies?
What are the next steps that I will take for my personal and professional development, to become a force for positive change? | What knowledge, skills and attitudes do you need for the next steps? How will I develop the required skills I need?
What are the next steps that I will take for my personal and professional development, to become a force for positive change? | What knowledge, skills and attitudes do you need for the next steps? How will you improve your (content) knowledge?
What are the next steps that I will take for my personal and professional development, to become a force for positive change? | |
The information provided in this factsheet draws on the insights and outcomes from the "Transformative Learning at RSM" initiative, which is a key component of the broader "Impact at the Core" project. This project is dedicated to enhancing educational practices and fostering impactful learning experiences at Rotterdam School of Management.