From the book J.A. Moon ((2004). A Handbook of Reflective and Experiential Learning; Theory and Practice. ISBN 0-415-33515-9 or 0-415-33516-7, I have summarised Chapter 6, definitions of reflection and reflective learning 82-89

A Handbook of Reflective and Experiential Learning

Reflection and reflective learning

• `Common-sense view of reflection': no more than a form of thinking
  • Reflect to achieve outcome or simply `be reflective', and an outcome might then be unexpected --> outcome in terms of learning, action or clarification
    • Re-organizing knowledge and emotional orientations in order to achieve further insights.
    • Largely based on the further processing of knowledge and understanding that we already possess.
    • Evidence of learning or change of behaviour may be expected to result from the process of reflection.

Development of the common-sense view`

“An element of the structure is likely to be a description of an incident.”

Reflection that are focused on the outcomes of the process

• Outcomes concerned with how we use understanding and knowledge to achieve other purposes

Reflection and learning

Reflection and its roles in learning

• Deep approach: learner seeks to understand the meaning of material in relation to previous knowledge.
• Surface approach: attempt to memorize the facts
• Moon (1999a): learning is conceived as a sequence of stages from superficial `noticing' to `making meaning', and finally `transformative learning' which indicates the deep approach end of the continuum.
• Reflective processes also play a part in the enhancement of other learning.
• SOLO taxonomy: four ways in which reflection is involved in learning.

1. Involved in the process of meaningful learning when a learner takes a deep approach

2. Meaningful learning is represented meaningfully (e.g. in writing, orally, etc.) because we have to modify ideas in order to represent them

• Process of modification --> involves taking into account the purpose and format of the representation as well as reformulating the current understandings to meet it.

• Teaching is an example of the representation of meaningful knowledge --> learn from the process of representation

3. `Upgrading of learning' --> no new material of learning, but ideas learnt in a relatively nonmeaningful way are reconsidered in the light of more or different prior experience (i.e., are reviewed with different frames of reference).

• Process of traditional adult education --> prior learning, characterized by a collection of relatively factual and non-theory-bound ideas, is reviewed and recontextualized in the light of a more coherent and theoretical approach and through the processes of discussion and critique.

4. Generate apparently new and meaningful ideas not immediately related to specific existing knowledge though clearly they are based on what we `know'

• `I saw the light'
• Some would call this intuition

Interplay structure of the material of learning and intentions to understand

“Structure of the material of learning is related by implication to the intention of the learner to achieve meaningful learning. It is the learner who judges the structure of material of learning in relation to her current level of understanding and her intentions.”

• Same material of learning may be both challenging and not challenging to the same learner.

Reflection and learning:

• Material of learning, reflective learning occurs:
  • When learning challenging to a learner
  • Learner is intent on meaningful learning
• Assimilating new material, reflective learning occurs:
  
  • New material of learning is challenging either in relation to internal experience or to the intention of the learner
• Learning from the representation of learning, reflection occurs:
  
  • Representation is challenging to learner because of the task of representing the material
  • New (secondary) learning that occurs as a result of representing the initial learning
• No new material of learning, learner is attempting to develop her understanding on the basis of what she knows already, reflection occurs:
  
  • `Upgrading' --> meaning is made from prior experiences that were not necessarily meaningful
  • Reconsideration of existing ideas that may be meaningful in order to seek additional or deeper meaning
  • General reflection without a specific intention, but meaningful ideas occur.

Beliefs about reflection

• Emotion is central to reflective processes.
• Reflection is about `my own' processes
• Some people cannot reflect.