Module 3: Driscoll and Kolb’s Work on Reflective Practice 

Objectives for this Module:

• Identify the four steps of Kolb’s experiential learning cycle (concrete evidence, reflective observation, abstract conceptualization, active experimentation).
• Apply Driscoll’s “what model” to reflective writing: What, So what, Now what?)
• Identify and apply Brookfield’s four reflective lenses (autobiographies, students’ eyes, colleagues’ experiences, literature on teaching and learning)
• Reflect on the practical implications of these lenses

Essential Questions:

1. What are the four steps of Kolb’s experiential learning cycle (concrete evidence, reflective observation, abstract conceptualization, active experimentation)?
2. How can one apply Driscoll’s “what model” to reflective writing: What, So what, Now what?
3. What are Brookfield’s four reflective lenses (autobiographies, students’ eyes, colleagues’ experiences, literature on teaching and learning)
4. What are my reflections on some practical implications of Brookfield’s lenses?

Kolb’s experiential learning cycle. Based on the models presented in the previous module, one can begin to identify common aspects of reflective thinking. Kolb (1984) captured these in his experiential learning cycle, which consists of four elements. The cycle can start at any point, but it usually starts with an experience.

1. Concrete experience: The first part of the cycle usually starts with an experience.  One cannot simply learn from observing or reading; they must actively participate in the learning experience. 
2. Reflective observation: In another stage, one reflects on the experience by looking at any inconsistencies between the experience and their understanding. The goal is to find the meaning behind the experience.  
3. Abstract conceptualization: During abstract conceptualization, one begins to learn from the experience by developing rationales or theories to explain what happened. This process often leads to a new idea or changes a preexisting one. In this stage, the individual identifies recurring themes, problems and/or issues that will help them if the situation occurs in the future.
4. Active experimentation: In the final stage, individuals apply what they learned in the experience to another situation. They what they learned to solve problems and make decisions. One experiments with new theories to see what will happen and identifies ways to improve.

Figure 1 shows the loop.

Figure 2. Kolb's learning cycle. 

Practice

Develop your own example for each of Kolb’s phases. See one example below:

1. Concrete Experience
    As part of a recent training, you were to develop a 15-minute presentation on how to provide effective feedback to online learners. You received low scores for both the content and delivery of your presentation.
   • Observations and reflections
       Your presentation lasted more than the allotted 15 minutes. During the presentation, you got flustered and lost your train of thought. Additionally, there were a lot of questions from other participants at the end.
   • Abstract Conceptualization (Development of ideas)
       You spoke to your faculty trainer to get some advice on how to develop and deliver effective presentations. During this conversation, you took notes on how you might approach your next presentation.  
   • Active Experimentation: Testing ideas in practice
       As a result of your score, you had to take the training a second time. This time, you developed the presentation ahead of time and practiced. You also had a colleague time your presentation to ensure you did not go over the allocated time. 

Driscoll. Driscoll (1994) presented an additional model of reflection, primarily used for clinical practice.  While it has several components, it is commonly referred to as the “What” model, comprised of three main categories for ease of reference: What, So What, Now What? Each category or stage of this structured model has “trigger” questions that guide one through the reflective process. Table 1 shows the three categories.

Table 1. Driscoll’s Model of Reflection

Some examples of papers written based on clinical practice can be found at the following links:

• https://www.nottingham.ac.uk/nmp/sonet/rlos/placs/critical_reflection/pdf/driscoll_paramedic_poem.pdf
• https://www.ukessays.com/essays/nursing/different-aspects-of-patient-care-nursing-essay.php

While Driscoll’s work is used for clinical practice, it can also be used in other contexts to allow one to devise a basic plan to reflect on and learn from an experience.

• What? Describe the experience.
• So what? Reflect on the experience and describe what you learned.
• Now what? How will you apply what you learned in future practice?

Brookfield. Stephen Brookfield (1999) presented work for educators who wanted to improve their teaching though critical reflection. According to Brookfield, critically reflective teachers continuously hone their craft through reflections on pedagogy to reinforce the importance of their work. The goal of teacher reflection is for the individual to develop increased awareness of his or her instructional expertise from several perspectives. To this end, Brookfield offered four lenses teachers can use to gain insight into their craft: (1) the autobiographical, (2) the students' eyes, (3) our colleagues' experiences, and (4) theoretical literature. Deliberating on these perspectives provides the foundation for sound instruction.

Autobiographical lens. Teachers look at their own experiences as teachers and students to inform instructional practices or behaviors. This puts the teacher in a position to see what we do from a teacher and student point of view, to identify areas of instruction that may need changed or strengthened.

Student lens. Teachers see themselves as students see them. Getting review from students regarding their perspectives of the teaching and learning environment. These may be mid-course evaluations, end-of-course evaluations, interviews or focus groups. The goal of this information is to provide cues to improve teaching and learning. It also helps a teacher become aware of factors in the learning environment that might affect students. Gaining student perspectives might affirm our work or startle us.

Colleague’s lens. Having candid and critical conversations about our teaching with trusted colleagues. Helps us move from the isolated wonderfulness of our classrooms to developing shared practices and experiences. We learn to explore alternatives, become open to new ways of seeing and thinking about practice. In essence, we capitalize on strengths and minimize weaknesses.  

Theoretical lens. Literature, research, and theory can inform and justify our practice. It also offers multiple perspectives on situations, when without reflection, one might not consider these alternatives.  can often equip us with an enlarged vocabulary to describe and understand our practice. It offers multiple perspectives on familiar situations. According to Brookfield, consulting the literature can become a psychological and political survival necessity, through which teachers come to understand the link between their private troubles and broader political processes‟ (p. 37-8). 

Examples of Brookfield’s reflective processes can be found at:

http://www.moodle.openbrookes.net/mod/book/tool/print/index.php?id=1863#ch255

http://sydney.edu.au/arts/teaching_learning/academic_support/FASS_Critical_Reflection_Pro_Forma_2013.pdf

http://sydney.edu.au/arts/teaching_learning/academic_support/Class_reflection_activity.pdf

Review Questions

1. Driscoll’s work is used for clinical practice, but it can also be used in other contexts to allow one to devise a basic plan to reflect on and learn from an experience. Provide an example of Driscoll’s model in a discipline other than healthcare fields.
2. What? Describe the experience.
3. So what? Reflect on the experience and describe what you learned.
4. Now what? How will you apply what you learned in future practice?
5. Differentiate between each of Brookfield’s four lenses of reflection.
6. Develop your own example for each of Kolb’s phases using a situation you have experienced.
7. Describe Kolb’s stage of reflective observation. 
8. How might Brookfield’s lenses be used in a business setting?

References

Brookfield, S.D. (1999). Becoming a critically reflective teacher. San Francisco, CA.: Jossey-Bass.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago, IL.: Henry Regnery, Co.

Driscoll, J. (ed). (2007). Practicing clinical supervision: a reflective approach for healthcare professionals. Edinburgh: Belliere Tindall.