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Critical Reflection

URI Center for Career and Experiential Education

FROM HERE TO CAREER

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THINGS TO KNOW FOR BEST RESULTS

This is a self-paced lesson that will help you learn more about reflection.�
It is designed to take between 60 and 90 minutes to complete, but feel free to move through it at your own pace.�
You can advance through the module using the arrow keys on your keyboard, or by clicking anywhere on the screen with your mouse.�
You can jump to different sections of the module using the links at the bottom of each slide.

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THINGS TO KNOW FOR BEST RESULTS

Recognize your intentions - What brings you to this module today? Whatever the reason, identify what you hope to take away from completing this module. We recommend you write these down (don’t worry - we have a worksheet with prompts coming up)!�
If possible, clear your space of any distractions - turn your phone on silent, and turn off unnecessary notifications on your computer. Prepare your physical environment so that it fully supports your ability to focus and be engaged in the module content. This might include grabbing snacks and water!�
This module will include numerous reflection activities and resources (articles, videos, etc.) to actively engage you in learning about and enhancing your capacity for reflection. We recommend you do as many activities as possible to get the most out of this module!

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THINGS TO KNOW FOR BEST RESULTS

The following types of content (and their associated icons) are included in this lesson:

READ UP

SEE EXAMPLE

TAKE ACTION

PRACTICE

Helpful information about a specific topic.

An example that illustrates a concept explained on previous or current slide.

Exit the presentation to complete a task related to the lesson.

Answer questions related to the material covered in this lesson.

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THINGS TO KNOW FOR BEST RESULTS

Check-in Practice messages are spaced throughout the lesson. They’ll serve as a check-in point after important tasks and create space for you to explore practice activities and leading you in the right direction through the lesson activities.

This symbol indicates a reflective activity! These are built into the model so you can learn a variety of tools and methods for Critical Reflection! Be curious! The more you try and practice the more you will learn and be able to apply to future experiences!

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WHAT YOU’LL LEARN

How to define Critical Reflection and Experiential Education

The importance of reflection in your daily life

How context and perspective can influence/shape an experience

How to challenge assumptions and evaluate different perspectives

When and how to utilize a variety of critical reflection tools to enhance your personal and professional learning

How to write a reflective paper�

Experiential Education�---�Critical Reflection�---

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TABLE OF CONTENTS

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EXPERIENTIAL EDUCATION

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Experiential Education 101

“Reflection begins the process of learning”�Experiential Education Theory engages students in the learning process through authentic experience, reflection, thinking, and acting (Kolb). Experiential Education provides students with direct experience through which they can continually use analytical skills and reflection to challenge previous assumptions, and apply and test new ideas. Watch the video to learn more about this cycle.

PRO TIPS: Check out our Experiential Learning website to learn more about Experiential Education opportunities and courses! Want to dive deeper into Experiential Education Theory? Check out our Experiential Education website or Kolb’s article on Experiential Learning Theory.

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Experiential Education 101

What does Experiential Education look like?

Curricular

Activities that fall within or relate to your major or courses of study. Some examples:

A group project as part of a class (Project-Based Learning)
Internship, Clinical, Pharmacy Practical Training, Student Teaching
A class based service or community project (Service-Learning)
Mentoring
Creative or Scholarly Research
Simulations, Role-Play, Debate
Education Away/Study Abroad

Co/Extra-Curricular

In addition to your coursework, you might be engaged in other forms of Experiential Education, for example:

Club/Organization participation and leadership
On and off-campus employment
Community engagement (service leadership and volunteer work)
Hobbies (music, art, sports, exercise, cooking, gaming, etc.)
Relationships
Education Away/Study Abroad

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LESSON CHECK-IN - Visit Your Worksheet

Access the worksheet that accompanies this module by clicking the following link:� �Critical Reflection Worksheet

Complete Part I before moving on to the next part of this module.

I

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CRITICAL REFLECTION

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Critical Reflection

�Generates Learning

Articulating questions
Confronting bias
Examining causality
Contrasting theory with practice
Pointing to systemic issues

(Ash & Clayton, 2009)

�Deepens Learning

Challenging simplistic conclusions
Inviting alternative perspectives
Asking “why” iteratively

�Documents Learning

Producing tangible expressions of new understandings for evaluation

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Critical Reflection

Purposeful & Strategic�Reflection is a natural part of living and learning. You have probably utilized reflection strategies countless times already, in personal, academic, and/or professional experiences. Informal reflection (why did I say that?, why did they respond like that?, what can I do differently this time to get a better result?, etc.) is an incredibly helpful metacognitive strategy. However, Critical Reflection is a structured process with more formal and intentional action.

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“Reflection leads to understanding, which in turn leads to more informed action.”

John Dewey saw Critical Reflection as having five stages:

Intellectualization

Define the situation - what questions, problems, and potential solutions or results exist?

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Reasoning

�Apply additional knowledge to your hypothesis by connecting ideas.

The Hypothesis

Develop ideas and concepts based on this and previous observation and experience.

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Testing the Hypothesis in Action

Test your ideas and theories in new experiences with new problems to solve.

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Suggestion

Pause to consider the options and perspectives presenting themselves in the situation.

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Critical Reflection

4 C’s of Reflection

Continuous�● Reflection should be ongoing throughout your life and education and happen before, during, and after a learning experience.

Connected�● Reflection should connect an experience to your academic, personal, or professional pursuits.

Challenging�● Reflection should challenge assumptions and provide you the opportunity to think in new ways about yourself, the way you relate to others, and what you have learned.

Contextualized�● Reflection should be the link between learning and doing, and be designed through the content and setting to intentionally create that link.

(Eyler, Giles, Schmiede, 1996)

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Critical Reflection

How & When of Critical Reflection�Reflection may show up in our lives for a variety of reasons and at different times: in class, through personal experiences, or in a professional setting. Critical reflection can help with negativity bias; it can support individuals to learn and grow from their mistakes, question feelings of imposter syndrome, and more.

(Eyler, Giles, Schmiede, 1996)

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Build Your Reflection Toolkit

Here are two important resources for your journey with critical reflection:

Resource 1: Mindfulness �

Mindfulness is the ability to bring our attention to the present moment, non-judgmentally, with curiosity and kindness - what do you see, hear, smell, feel, etc.?

By taking time to pause, intentionally and with purpose, we allow ourselves the opportunity to respond to the situation with curiosity and kindness.

Check out uri.edu/mindful for more tips and resources!

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Build Your Reflection Toolkit

Resource 2: Ask Yourself “What, So What, Now What”: �

What: The process of thinking through what was the experience. What happened?

So What: The process of analyzing what occurred and putting it into a larger context. Why does it matter?

Now What: The process of taking the lessons that you have learned through an experience and applying it to future situations. What are you going to do with this information in the future?

You’ll practice this more throughout the module!

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LESSON CHECK-IN

Complete Part II of your Worksheet now before continuing on to the next slide.

Try this 5 minute reset meditation from Steven Webb on Insight Timer.

(If you want to learn more - check out uri.edu/mindful)

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CONNECTION

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CONNECTION

“The principle of connection refers to the importance of connection… between the classroom and the field, the campus and the community, your experience and your analysis of it, your feelings and your thoughts, the present and the future, you and your peers, the community, and your campus and site supervisors” (Eyler & Giles, 1999).

Relate

Connections with others - experiencing something new and wanting to share or connect with others
Finding your passion - self awareness and connection with your true self
Maya Angelou said, “We are more alike, my friends, Than we are unalike”

Reflection is meaningful and meaning making

Critical Reflection can help us find connections and make meaning of our world

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Connection

PRO TIP: Embrace the wonder of exploration by combining a creative outlet you have with a question you have about the world.

Integration�

Synthesis of action and thought

Reflection is not just a description of what you did. It creates the bridge between theory and practice.

What links exist between your experiences, academics, personal life?

How does what you read in a class or on social media influence your perception of your experience and vice versa.

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LESSON CHECK-IN

Take a 5-10 minute Mindful Walk*

If you are able, go outside for this activity! If that isn’t an option for you, you can walk or move mindfully anywhere - even in circles or back and forth in your room. Just be open and curious and to leave your earbuds at home! �

Start walking at your normal pace (if you tend to walk fast - try walking a bit slower)
Just notice how it feels
While you continue to walk, expand your awareness to outside your body - what do you see, hear, smell, or sense (how does it make you feel)
When your mind wanders off, gently bring your attention back to the sensation of your feet moving or to another sensation in your immediate surroundings
Continue in this way for as long as is comfortable.
As you conclude your walk, send gratitude and appreciation to/for what you are experiencing
If you enjoyed that, try a more formal walking meditation!

*If your ability to “walk” is limited, adjust this activity to be whatever mode of physical movement is most appropriate for you.

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LESSON CHECK-IN

After your Mindful Walk, Complete Part III of your worksheet before continuing on to the next slide.

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CONTINUITY

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CONTINUITY

CONTINUITY

Critical Reflection should be ongoing throughout your life and happen at several points throughout a learning experience (before, during, and after). Excellent critical reflection also integrates learning from previous experiences.

PRO TIP: Your reflection 1 hour after an experience might be different than 1 day after. Consider reflecting on your experiences at multiple points in the process.

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CONTINUITY

Student Quote:

“I have used the reflection strategies we practiced in service to influence my problem solving in my daily life. It is a helpful tool for introspection and understanding what my behaviors are and how they may impact others in my life. Reflection also led way to me practicing meditation, something that is really a key factor in my day to day life.” - Aidan C. 2020

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CONTINUITY

Continuity refers to learning as a lifelong process, and the importance of developing a habit of reflecting on experiences. (Eyler, Giles, and Schmiede, 1996)

“Continuous reflection empowers the individual to continue formulating new ways to view the world...” (Eyler, Giles and Schmiede, 1996).

Reflection should be a lifelong process, as it can support personal growth and lifelong learning while stepping outside your comfort zone.

PRO TIP: Be curious! Test out using different types of reflection activities (or a combination of activities): Journaling, critical questions, reflective interview, etc.

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LESSON CHECK-IN

Complete Part IV of your Worksheet now before continuing on to the next slide.

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CONTEXT

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CONTEXT

Examples of Context:

Physical environment
Systemic social structures
Personal health & well-being
People
Your role and the roles or power structures created by others
Your frame of mind and internal circumstances
Past learning and experiences
Current concepts, knowledge, tools, and questions
The time, place, and space of where and how you reflect

PRO TIP: If you think your mental environment is not conducive for critical reflection consider taking a walk, building in a mindful break, or do what you need to reset.

Context is the internal and external circumstances that can influence an experience and your reflection.

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CONTEXT

When experience and reflection are balanced, the optimal learning can occur.

Keep in mind: Context isn’t always static but can be fluid and pervasive - meaning it can change as both internal and external circumstances change.

When the time and effort put into an experience or a reflection greatly outweighs the other, the potential for optimal learning significantly decreases. This is why it is important to understand the context of what the experience is as well as the context behind what and how reflection will take place.

(Fowler, 2007)

“It is not just the presence of experience and reflection, but the meaningful interaction or overlap of the two”

(Fowler, 2007)

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LESSON CHECK-IN: Going Deeper Into Context

Optional Activity: Type Focus

TypeFocus in an online tool which identifies a four letter type code for your personality based on your thoughtful responses to the assessment.

Personality type is determined by the patterns of your thinking and behavior that have developed over time.
TypeFocus analyzes your stated preferences and generates customized reports meant to help you understand yourself better personally and professionally.

PRO TIP: Continue your exploration of personality through Type Focus by completing the Type Focus modules related to Living & Learning and Work Environment!

Directions for the TypeFocus Assessment

Navigate to TypeFocus Assessment.
Click on “New Users: Click to register”
Create your own username/password and input personal information
Site password: 837DD225
Click on Personality Assessment and complete �

It will take approximately 5 minutes to answer questions.

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LESSON CHECK-IN

Complete Part V of your Worksheet now before continuing on to the next slide.

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CHALLENGE

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CHALLENGE

Challenge & Support - Expand your Comfort Zone �When you experience conflict, unease, confusion, or just a desire to understand, and then utilize Critical Reflection tools to interpret and explore the experience, you are expanding your ability to sit with future challenge and discomfort. You are increasing your ability to be resilient and not run from conflict or challenge in the future.

Cognitive Dissonance�We will all experience moments when we don’t understand something or something we are experiencing doesn’t fit in the construct of life we have created - “how could it be so”. This “dissonance” between what we experience and what we thought was true can be uncomfortable and confusing. Reflection can help us move towards these feelings of unease by embracing an open and curious mind.

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CHALLENGE

The “Journey of Uncomfortable Living” �Engaging in Experiential Education brings us in touch with difference - new or different concepts, ideas, and/or opinions.

Challenge & Support - Expand your Comfort Zone �When you experience conflict, unease, confusion, or just a desire to understand you are expanding your ability to sit with future challenge and discomfort.

Let’s Practice!

On your Worksheet you will see an activity and reflection titled, “The Journey of Uncomfortable Living.” Answer the pre-activity questions, then watch the video on this slide. Take notes on anything you find compelling or confusing. Then complete the after-activity questions.

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LESSON CHECK-IN

Complete Part VI of your Critical Reflections Worksheet before moving on to the next section.

Optional Activity: Challenge yourself to understand a perspective that is different or opposite of your own. This might include talking to someone, reading an article, watching a documentary, etc.

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NOW WHAT?

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THINGS TO KNOW FOR BEST RESULTS

Important things to consider:

No matter how you choose to reflect, remember to be considerate of what you share and adhere to any and all confidentiality requirements for your experience. Even if you are engaging in informal experiences or reflection that don’t include any confidentiality issues (like being part of a student organization or team), be mindful of what you are saying about others in your reflection. Be respectful. Try to focus your reflection on processing your experience.

Be kind to yourself! In experiential education, all learning is relearning. And reflection is a skill we develop over time. We all make mistakes and the beauty of experiencing and reflecting is that we get to try again, and again!

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REVIEW

Finding a mentor to support reflective practices or serving as a mentor to others can be hugely beneficial for learning.

Coaching and Mentoring can include the What, So What, Now What? model

A mentor can keep a mentee on track working through the model.
A mentor can and should challenge a mentee with reflective and critical questions to find meaning and value.
A mentor can continue to challenge a mentee to seek understanding outside of previous thoughts or actions.

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Writing a Reflection Paper

Be sure you read and understand the assignment. Clarify any points of confusion with your instructor.
Most reflection papers are between 500-750 words
If the instructor doesn’t provide specific questions or prompts, refer to your course learning objectives, or see the example on the next slide.
You are being asked to reflect on your experience - there is no right or wrong answer. However your reflection paper should still maintain proper essay format. Need assistance? Use the resources at the URI Writing Center!

When you are part of an experiential education course or program, you might be asked to submit a formal reflection paper. Here are some tips to get you started:

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Anatomy of a Reflection Paper

Header�Include name, course, date, and a title/theme related to the project or experience.

Intro & What�Describe. Start with what your experience included. What did you do? Focus on new knowledge, skills, values, personal development, professional development and civic development. Include what you learned and how you learned it. Describe a “snapshot” of the experience.

So What�Develop Connection & Meaning. Why does this matter? Was what you experienced important or valuable? Why or why not? What did you learn about yourself or the world around you? Did anything surprise or confuse you? Have you developed any knowledge, skills, or values?

Now What�Make a Plan (or new plan). What will you do in light of the new things you have learned? Perhaps you’re noticing that your learning plateaued or have met your learning objective but you still have weeks to go in your experience. Consider what you have learned so far and still want to learn.

If no specific format or question prompts are provided, utilize the What, So What, Now What process:

Molly Chen

CSV 303

2/4/2020

My project has been moving along but yesterday at my site I noticed that I was feeling agitated and unfocused during the morning project meeting. We are currently planning a community awareness event and I have some exciting ideas I would like to share but there wasn’t time or space to share or contribute. I am wondering why I took this position if I cannot be part of the process.

Although I didn’t enjoy feeling agitated, being mindful and noticing the change in how I was feeling allowed me the opportunity to question why I felt this way. I’m realizing I enjoy being part of a team and contributing to the project goals, and I enjoy working in an inclusive environment. The project leader is very experienced and I often defer to their decisions. But I wish the team was invited to share more input and feedback. I believe I am skilled at planning and executing events and would like to contribute but I am not feeling empowered to step up.

In my leadership class last year I learned about different leadership styles and theories and during my summer internship I got to observe several types of leaders. I would love to develop my own personal theory of leadership and how I want to lead. This past experience not only made me realize I want to be more engaged in the project, but also sparked my desire to become a great leader.

One of my goals for this experience is to develop my project management skills as well as my competency as a team member and leader. Because I respect my colleague, the Project Leader, and I value their experience in the field, I am going to ask to schedule a meeting with them to learn more about how they got to where they are, share my learning goals for this position, and inquire about how I might be able to be more engagement with the project.

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Complete the final section, Part VII, of your worksheet!

Review: Pulling it together and Putting it into practice!

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Congrats! You’ve finished the Critical Reflection module.�

We hope this information was helpful on your journey to set and achieve your college and career goals!

If you’re interested in exploring the other modules in this series, please visit the CCEE Professional Development Module home page.

END OF MODULE

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Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning - Sarah L. Ash, North Carolina State University and Patti H. Clayton, PHC Ventures/Indiana University-Purdue University Indianapolis

Practitioner’s Guide to Reflection in Service-Learning: Student Voices & Reflections - Janet Eyler, Dwight E Giles, Jr. & Angela Schmiede. Vanderbilt University, Nashville, TN, 1996.

The Successful Internship: Personal Professional, and Civic Development in Experiential Learning, 4th Edition. H. Frederick Sweitzer & Mary A. King, 2014)

Resources Referenced in this Module