Reflective Practice

Reflective CycleThroughout your time at university, you will be asked to think and write reflectively. Sometimes what we’ve learned from an activity or piece of work isn’t always obvious, which is why we reflect on our experiences. Being able to recall what happened, and turn your insights into an action plan isn’t always easy and this online resource will take you step by step through that process. 

What is meant by reflection?

  • A definition of reflective thinking:
    • evaluating your first-hand experience of an event, process or activity, then;
    • analysing the reasons for the things that have gone well and less well, then;
    • learning from the experience to improve or refine your performance if a similar situation arises again
  • Reflective writing is evidence of reflective thinking in which your personal experience forms a case study or data set for exploration
  • Reflective writing is a method for transforming this powerful subjective experience into a form of academic evidence by putting it into a broader context and drawing out its implications 

The Gibbs Reflective Learning Cycle (Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford) is a useful model for structuring a reflective piece of writing. Keep track of your experiences and how they made you feel at the time by using a diary, journal or reflective learning log. Later on, you can use this accumulated experience to identify patterns or make generalisations about your ways of working. This will allow you to compare your experience with the literature and draw conclusions that identify plans for how to tackle similar situations differently in the future, or draw on your experience of what has gone well to gain confidence. 


Study Skills Hacks: The Gibbs Reflective Cycle

Use the Gibbs Reflective Cycle as a tool when reflecting on an experience. Watch this short video for some ideas on how to use it in your work:


For more information on strategies and approaches to developing your reflective writing, read more below:

Read more...

Why reflect?

  • Apply experiences from one situation to another
  • Deal with new challenges confidently
  • Identify ways to improve your performance
  • Demonstrates that you are an independent learner

When is reflective thinking and writing needed?

  • Modules: reflecting on group work/practical work/coursework (reflective writing may be assessed)
  • Dissertation/research: what went well/badly and what would you do differently if you were to continue with the research?
  • Job applications/interviews: “Tell me about a time when you managed other people and why that was or wasn’t a success”
  • Seeking professional qualifications e.g. chartered accountant or engineer

Reflective thinking – how?

  • Be objective and be critical of your own actions
  • Discuss your experiences with others (peers, lecturers, personal tutor) to gain perspective
  • Compare theories with experiences

Types of reflective writing

  • Stories/narrative: analysis of an event with a beginning, middle and end and a set of characters
  • Learning journals and logs: reflect on various events at different times
  • Learning diaries: reflect on events on a frequent basis e.g. daily or weekly. An entry might be on something as specific as a particular lab method or data analysis technique
  • Personal Development Planning (PDP) e.g. Doctoral Development Programme (DDP) that all PhD students must demonstrate engagement with. The DDP helps students determine their training needs (action plan) given their past experiences and aspirations
  • Blogs, Twitter, video diaries: good way of ‘selling yourself’ to potential employers and collaborators as a reflective, self-sufficient learner
Top Tips

Use phrase starters, such as:

  • I learned / I discovered…
  • I was surprised / I was excited by…
  • I was moved by / I felt…
  • I wonder about...
  • I need to know more about...
  • I was reminded that…
  • I’m challenged by… or challenged to…
  • I need to remember… or remember to…

Ask yourself the following questions:

  • What? When? Who? Why? Where?
  • How? What if? So what? What next?

Remember the following:

  • Insights -What I’ve Learned
  • Applications - How I’ll Use What I’ve Learned
  • Questions - What I Need to Learn or Explore Further

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