Reflective learning involves reflecting on experiences to improve learning outcomes. It requires reflecting on what was learned, what gaps in knowledge remain, and how to apply lessons to new situations. Various models provide frameworks for structured reflection, including identifying key events, responding emotionally and intellectually, relating content to prior knowledge, reasoning about broader implications, and reconstructing understanding. Regular reflection improves metacognition, motivation, and learning.

1. REFLECTIVE LEARNING
Jun, 2023

2. We do not learn from experience. We learn from reflecting on
experience.
~ John Dewey (1933) ~

3. Dạy và Học

4. Outcome của quá trình dạy học là sự thay đổi
của người học

5. Active Learning
Active learning is "a method of learning in which students are actively
or experientially involved in the learning process and where there are
different levels of active learning, depending on student involvement.”
~ Bonwell & Eison (1991)

6. Active Learning activities
• Class discussion
• Think-pair-share
• Learning cell
• Short written exercise
• Collaborative learning group
• Student debate
• Reaction to a video
• Small group discussion
• Just-in-time teaching
• Class game
• Learning by teaching
• Gallery walk
• Learning factory
• Problem-based-learning
• …

7. Principles of Active Learning
• Purposive
• the relevance of the task to the students' concerns.
• Reflective
• students' reflection on the meaning of what is learned.
• Negotiated
• negotiation of goals and methods of learning between students and teachers.
• Critical
• students appreciate different ways and means of learning the content.
• Complex
• students compare learning tasks with complexities existing in real life and making reflective analysis.
• Situation-driven
• the need of the situation is considered in order to establish learning tasks.
• Engaged
• real life tasks are reflected in the activities conducted for learning.
Barnes (1989)

8. Experiential learning
• Experiential learning (ExL) is the process of learning through
experience and is more narrowly defined as "learning through
reflection on doing".
• Experiential learning requires self-initiative, an "intention to learn"
and an "active phase of learning".
Experiential learning - Wikipedia

9. Reflective thinking
• Reflective thinking is a part of the critical thinking process referring
specifically to the processes of analyzing and making judgments
about what has happened
• Dewey (1933) suggests that reflective thinking is an active, persistent,
and careful consideration of a belief or supposed form of knowledge,
of the grounds that support that knowledge, and the further
conclusions to which that knowledge leads.
• Learners are aware of and control their learning by actively
participating in reflective thinking – assessing what they know, what
they need to know, and how they bridge that gap – during learning
situations.

10. Characteristics of environments and activities
that prompt and support reflective thinking
• Provide enough wait-time for students to reflect when responding to inquiries.
• Provide emotionally supportive environments in the classroom encouraging reevaluation of
conclusions.
• Prompt reviews of the learning situation, what is known, what is not yet known, and what has
been learned.
• Provide authentic tasks involving ill-structured data to encourage reflective thinking during
learning activities.
• Prompt students' reflection by asking questions that seek reasons and evidence.
• Provide some explanations to guide students' thought processes during explorations.
• Provide a less-structured learning environment that prompts students to explore what they think
is important.
• Provide social-learning environments such as those inherent in peer-group works and small group
activities to allow students to see other points of view.
• Provide reflective journal to write down students' positions, give reasons to support what they
think, show awareness of opposing positions and the weaknesses of their own positions.
How do I promote student reflection and critical thinking (hawaii.edu)

11. Reflective learning
• Reflective learning is a form of education in which the student reflects
upon their learning experiences. The goals of the process are the
clarification and the creation of meaning in terms of self, which then
lead to a changed conceptual perspective.
• Reflection is a central feature of experiential education and serves the
function of solidifying connection between what a student
experienced and the meaning/learning that they derived from that
experience
~ Denton, 2011
Reflective learning - Wikipedia

12. Benefits of reflective learning (1)
• It can help you assess your situation
• for example by prompting you to identify gaps in your knowledge and areas where you need to improve.
• It can help you figure out how to improve your learning process
• for example by prompting you to figure out which learning techniques work well for you and which ones don’t.
• It can help you understand yourself better
• for example by prompting you to consider what kind of assignments or information you struggle with the most.
• It can help you develop your general metacognitive skills
• by training you to think critically about how you learn.
• It can increase your feelings of autonomy and control
• by making you feel that you’re actively in charge of your learning process.
• It can increase your motivation to learn
• by making you feel more in control of the learning process, and by making that process more deliberate and effective.
• It can improve your learning outcomes
• both directly, by helping you modify the learning process, as well as indirectly, through the other benefits that it offers, such
as increased motivation.
Reflective Learning: Thinking About the Way You Learn – Effectiviology

13. Why Reflection Encourages a Better Learning
Experience (2)
• It encourages learners to take charge of their own learning
• It builds stronger connections between learning experiences
• It generates useful feedback for better course design
• It sparks social interaction
• Becoming metaconigtive
• Becoming aware of your motives

14. Terry Borton's reflective model

15. Kolb's reflective model

16. Gibbs reflective model

17. SEAL for self-reflection
Reflective learning - Institute for Teaching and Learning
Innovation - University of Queensland (uq.edu.au)
S (Situation) What happened during the event, incident, activity or task?
E (Effect)
What was the new experience you had to deal with, or challenges you faced, what impact did
they have on you?
A (Action)
What action did you take, or strategies did you use to deal with the challenges? Why did you
choose to take the action you took?
L (Learning)
What did you learn from it? What can you now do as a result? How would you handle a
similar situation again in the future? Has this experience added to your development?

18. ICE model
• Ideas: Students identify the fundamental elements/basic facts of an
experience
• What is happening? What were the steps or processes involved? What skills
or knowledge are needed? What ideas or questions do you have?
• Connections: Students articulate relationships between what they
learned from the experience to course concepts and prior knowledge;
students make connections between their skills and the experience
• How can course concepts/theories be applied? What skills are you
developing or need to develop? What are connections between this
experience and other situations you’ve encountered?
• Extensions: Students extrapolate what they have learned to apply it to
novel situations and consider implications of learning and hypotheses
• How could you apply what you have learned? What you might do if you
encountered a slightly different situation in the future? What do you think
would happen if you … ? How has this experience changed your perspective?
Fostaty Young and Wilson
(2000)

19. Five (5) Rs of reflective practice
Reflective learning - Institute for Teaching and Learning
Innovation - University of Queensland (uq.edu.au)
Reporting
•Students factually report the events or activities.
•Students should describe in detail the events or activities as they occurred.
Responding
•Students respond to the events or activities.
•Students should form an opinion or emotional response.
Relating
•Students relate the events or activities to their studies and prior knowledge.
•Students may start to plan for future engagements, identifying resources, contacts and
strategies.
Reasoning
•Students use reasoning to engage with broader issues beyond the specific events.
•Students may situate their experience within current debates or areas of exploration in the
literature.
Reconstructing
•Students should reconstruct their thinking and practice.
•Students may identify future best practices, show new ways of exploring the issues or
identify new questions that have arisen from their experiences.

20. Four different categorisations of reflections
Hatton & Smith (1995)
Reflective Learning (london.edu)

21. REFLECTIVE LEARNING
Reflective Learning (london.edu)

22. Reflection rubric for assessment
Not satisfactory
The statement does not show evidence of reflection. This may involve simply reporting what happened
or nominating key issues without presenting a personal response.
Below expectations
The statement reports what happened and/or what the key issues are. The statement responds to these
by making observations, expressing opinions and/or asking questions.
Satisfactory
The statement reports what happened and/or what the key issues are and provides personal responses
to these. The statement relates these events and responses to the student’s existing skills, professional
experience or discipline knowledge.
Above expectations
The statement reports and responds to key events and issues, relating this to their developing practice.
The statement shows evidence of analysis and reasoning, making links to theory and literature where
appropriate to demonstrate awareness of the broader academic/ professional context.
Exemplary
The statement reports and responds to key events and issues, relating this to their developing practice
and the broader academic/professional context. The statement reframes or reconstructs the reflective
statements to show potential impact on future practice or professional understanding.
Reflective learning - Institute for Teaching and Learning
Innovation - University of Queensland (uq.edu.au)

23. Reflection evaluation
Role of Reflection – Centre for Pedagogical Innovation (brocku.ca)

24. When should students reflect?
Role of Reflection – Centre for Pedagogical Innovation (brocku.ca)

25. You can reflect on
• How and when you learn best.
• What it is that drives your learning and what you are passionate about.
• Your progress in an area of study over time.
• Your process in solving a difficult problem in your academic work.
• Your reactions to the texts you are reading.
• What your essay title means and how to go about writing it.
• Feedback on your assessments and how to improve.
• Group work tasks and seminar discussions.
• Your own values, preferences and biases, and how this might impact your own
writing.
• What is difficult at the moment and why? What is the next step? Who or what
can help me here?
Reflective learning | Students (deakin.edu.au)

26. Medium of reflection
• written journal
• video or audio recording
• demonstration
• exhibit
• presentation
• group discussion
• artifact
• case study
• artistic representation
• multi-media product
Role of Reflection – Centre for Pedagogical Innovation (brocku.ca)

27. Questions to get you started
• What happened during that event or experience? And why did it happen?
• What was my role in the event? And why did I adopt that particular role?
• What were my feelings during that experience? And why did I feel that
way?
• What were my thoughts during that experience? And why did I think that
way?
• How do I interpret what I experienced or observed?
• What might this experience mean in the context of my course?
• What other perspectives, theories or concepts could be applied to
interpret the situation?
• How can I learn from this experience?
Reflective learning | Students (deakin.edu.au)

28. 50 Learning Reflection Questions For
Students
50 Learning Reflection Questions For Students -
(teachthought.com)

29. Đi dự giờ thì có gì hay?

30. What’s next?
• “Learning how to learn” không phải là một khóa học 1 lần là
xong.
• Dạy học trò về active learning & reflective learning
• ePortfolio có thể gắn thêm các bài reflection của học viên
• Reflection-based assessment