Models of reflection

Boud's Triangular Representation

This is possibly the most simple model of reflection. Most reflective models are cyclical in nature, and Boud focuses on Experience, reflection and learning.

Although this model can be applied to many circumstances, it's basic nature means it is less than appropriate for some reflection. It does not imply what is expected in reflection and how that can be translated back into learning.

Gibbs' reflective cycle

Gibbs' reflective cycle is a more in depth version of Boud's Triangle. Using the same cyclical reflective pattern, the reflective model is more in depth as the stages are broken down into more stages, giving us a more in depth reflective model.

This cycle includes a more humanistic aspect of reflection, and includes a consideration of how the experience made the reviewer feel. It also gives more direction on how experiences would be evaluated, analysed and improved.

This model still encourages fairly basic review and reflection. Gibbs doesn't require critical thinking or analysis of the situation. It also does not consider how your feelings could have an effect on the reflective cycle. There is no focus on change during the reflective process, and the reflector is at liberty to not change anything about the process.

Atkins and Murphy Model

The criticisms in the Boud and Gibbs models are addressed in large part by the Atkins and Murphy Model, and this encourages a deeper level of reflection while still using a cyclical model.

That is not to say that this is the ideal cycle for every reflective practitioner in every situation, but it does provide a more critical analysis of an experience

Kolb's Experiential Learning Cycle

Kolb focuses his reflection on the psychological processes of the learner, and his Experiential learning Cycle is strongly linked to his learning styles inventory. The four stage cycle links to the four different learning styles and focuses on concrete experiences, leading to observation and reflection, which turn into implications for action and create new experiences. this model looks to create a learning experience for learners that hit all bases.

The cycle works on two levels - Concrete Experience - (CE) Reflective Observation - (RO) Abstract Conceptualization - (AC) and Active Experimentation - (AE)

along with four combinations of two preferred learning styles Diverging (CE/RO) Assimilating (AC/RO) Converging (AC/AE) Accommodating (CE/AE)

However, there is very little proven evidence that learning styles have an effect on the success of a experience. And heavy reliance on these styles, can lead to a counter productive actions. Systems should always be used with care and as with all models of reflection, the effectiveness must also be reviewed.

Schon's reflection in or on action

Schon introduces the idea of reflecting during the experience rather than reflecting after the event. The difference in this model is that there is no step by step process to follow and report on.

Reflection in action focuses on uncovering the reviewer's processes, feelings and decision making at the time of the event

Reflection on action focuses on looking over a previous event to consider new theories or perspectives to go along side the items considered during the Reflection in action stage.

However, this is not a retrospective unbiased reflection, and has no call for in depth evaluation or reflection before action. There is also no call for change in the reflective model.