reflective presentation example

Student Presentation Reflections

Teachers as Paragons

I struggle with articulating this point, but for the purposes of this post, I think that the most valid student-teacher dynamic is not the Jedi Master and Padawan method, but instead one where a teacher serves as a paragon of a small set of skills/attributes and the student’s role is to assimilate their experiences with all of their teachers into their own paradigm.

While this viewpoint is not revolutionary, I find that hubris often prevents a teacher from maximizing the benefit of this approach. Too often I find myself or my peers trying to be too many things to too many students. I think it is important for a teacher to make explicit commitments about which skill or attribute they wish to be the avatar for.

I chose presentation skills as my niche of instruction because I benefited greatly from the Public Speaking and Speech and Debate classes I took in high school. When I was in college, I saw very clearly those of my peers who did not have those same opportunities. I vowed that my students would be afforded opportunities to develop their presentation skills in my class no matter the other classes offered by my school.

Reflection Process

I plan on creating many posts about the different resources, examples, and assignments that I use to improve my students’ presentation skills. One of the core strategies, and I believe the most powerful, that I use to improve student presentations is a presentation reflection process.

In order to make presentation reflections be a valid assignment, you must film your students as they present—something that my 11th grade Public Speaking teacher Mrs. Shank did for me 15 years ago. Admittedly, being filmed for a presentation was nerve-wracking; however, it was also amazing beneficial. However, instead of recording presentations on VHS cassette like Mrs. Shank did, I record presentations digitally and post them as unlisted YouTube videos .

Recording Presentations

Do yourself a favor and make sure that you use a tripod to record the student presentations. You might think you can cobble together books and tape to hold a camera steady, but this is the wrong call.

If you plan on using your phone as the camera, you will need a mount to attach it to your tripod , and an improved microphone will certainly help with the audio quality, but it’s not necessary.
If you plan on using a DSLR or mirrorless camera, then you really need to improve the audio. To improve the quality of the video’s captured sound, I suggest using a shotgun microphone .

Whatever hardware you use, it is important to share with the students the camera’s field of view, so they know where they should stand. The reflection assignment is much harder if the student does not appear on camera.

Reflection Assignment

Recording the presentation is the first step, but students will need to thoughtfully watch their presentations to see areas for improvement. To guide the students’ thoughts while they watch their presentation video, I developed three sequential reflection assignments, one for each of the major presentations in my class.

This reflection process is truly eye-opening. Students are routinely shocked when they watch the video and see the nervous fidgeting or hand-wringing that they swear never happened. The pedagogical impact of a student watching themselves on video is many times more powerful than even the most helpful rubric or feedback.

In addition to reflecting on what happened, an important part of the assignment is also identifying five points on which to improve and coming up with action items for each point. An example of an improvement point and an action item would be:

I will look up the phonetic pronunciation of the words ahead of time and practice saying them to my teacher.

I always assign this as homework and give students a week to do the assignment after their presentation. I try very hard to make sure the videos get processed, uploaded, and shared with the students as soon as possible to make sure that things are fresh in their mind.

Students sometimes balk at the number of words they have to write. However, since they are writing semi-informally about themselves and have a video to go off, students routinely surpass 1000 words without blinking an eye.

Sometimes when I explain presentation reflections to teachers, they exclaim that it is too much work for them to do or they don’t know how to do the “video stuff” or something else along those lines. The video recording/editing process can be as basic or as advanced as you want it to be. Since video editing is a core part of my multimedia business, there is a lot of stuff that I do to the videos that is unnecessary but a point of pride for me.

In all honesty, a perfectly functional presentation video takes less than 3 minutes more than the presentation itself. Whether you spend 3 minutes or 30 minutes editing a presentation video, that time is returned many-fold by the presentation skill increase of your students.

Hands down, the most consistent piece of feedback I receive from alumni is that they dominate their presentations in college. This makes me very proud. I committed to developing presentation skills in my students since my very first year of teaching. Hearing back from alumni that they are drastically better than their peers at presenting puts a smile on my face every time.

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How To Write A Reflection Statement – A Step-By-Step Guide

Do you know how to write a reflection statement? In this post, we give you a clear process for writing reflection statements.

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Do you know how to write a reflection statement? Reflection statements are tasks that will increasingly be part of your assessments. In the past, reflection statements were only set for Extension 2. Now they will be commonplace in Advanced English for both Year 11 and Year 12.

In this post, we will demystify reflection statements and give you a step-by-step guide to producing statements that will impress your teachers!

What is a Reflection Statement?

A reflection statement is a complementary task that will accompany other assessment types. A reflection statement requires students to discuss the process of producing the associated assessment task.

In a reflection statement, students need to explain why they made the decisions they did. The reflection statement also offers the student an opportunity to say what they think they did well, or did poorly. Students can reflect on what they would change if they could do it over.

If you want to learn more about why self-reflection is such an important skill for students, you should read this excellent article by Cathy Costello at Virtual library .

Why can’t you give a specific definition of what reflection tasks involve?

The exact nature of the reflection task will depend on the assessment task you’ve been asked to reflect on. To give you an idea of this, we’ll look at some examples of the tasks that reflection statements might accompany and what the reflection statements need to address.

As you can see, there are a wide variety of tasks where you could be asked to provide an accompanying reflection task.

How long is a reflection statement?

This will vary.

English Extension 2 reflection statements need to be 1500 words. If you’re not doing English Extension 2, it is unlikely that you will be required to produce something that long.

The tasks you will be set for English Advanced will range between 300 and 800 words. Most reflection tasks will be on the shorter side of things at around the 400-word mark.

Need help perfecting your reflections for Module C?

Learn how to write insightful and constructive reflections with our structured online video lessons, quality resources, and forums to ask your Matrix teachers questions and feedback! Learn more about Matrix+ Online Courses now.

Where will I encounter reflection statements?

You will be set reflective statements throughout Years 11 and 12. They can be attached to any assessment task for any Module.

However, due to the nature of the Common Module: Reading to Write it is likely you will be set one to accompany the main writing task for that Module.

Similarly, in Year 12, Common Module: Texts and Human Experience and Module C: The Craft of Writing are the most likely Modules where you will be asked to reflect on your process of composing.

Remember, there is no limit on how many reflections you will need to produce as they supplement a larger assessment task. You may need to write as many as two in both Year 11 and Year 12.

In the HSC English Advanced Paper 2 (from 2019) and HSC English Extension 1 Paper, you may be asked to write a composition and a reflection statement.

If you study English Extension 2, this is a mandatory accompaniment for your major work. (Please note, while the process discussed in this post is similar to the one for producing an Extension 2 reflection statement, it does not discuss the research and referencing components that you need to complete for an Extension 2 work).

Clearly, it is important to be confident writing reflection statements. Matrix students learn how to produce reflection statements and get help refining them.

The secret to producing killer reflection statements is to follow a process when writing them.

What we’ll do now is look at the process for how to produce ace your reflection statement.

How to write a Reflection Statement – a step-by-step guide

Like everything in English, there is a process you can follow to produce a reflection statement. Even though the specific task may vary. The process for writing the reflection will largely remain the same.

The process for writing reflection statements looks like this:

How to Write A Reflection Statement Step-by-Step

Step 1: Produce the main piece of work for the assessment

Reflection statements are never tasks in and of themselves, they supplement the main task. You will not be able to produce your reflection statement until you have completed and edited your main task.

If you are stuck on your main task and need help, you should read our Beginner’s Guide to Acing HSC English for detailed advice on all aspects of Year 11 and 12 English.

This can be useful. You may well discover that your reflection statement makes you reconsider some of your choices in your main task. In the process of writing your reflection statement, you may decide you need to redraft your main work.

This is one of the key purposes of writing a reflection statement. It forces you to consider what you have produced and the process of producing it. This is a key part of editing and improving your work.

Step 2: Read the assessment notification

Once you’ve produced your main piece of work, you need to revisit your assessment notification. A task that involves a reflection statement will come in two sections:

Section 1 will be the instructions for the main task;
Section 2 will be the instructions for the supplementary reflection task.

Rereading the notification is important as it will help you check that you have completed the main task correctly. It will also tell you exactly what you need to do for the second part of the task.

Step 3: Read the marking criteria

For every assessment task that you are given, you MUST be given accompanying marking criteria. Marking criteria are very important. They tell you explicitly what you need to do to get full marks for a specific task.

Reading through the marking criteria at this point serves two purposes:

You can double check that you have addressed all the criteria for a Band 6 result for your main task.
You can see what you need to do to achieve a Band 6 result for your reflection statement.

Your reflection statement may have very different requirements for a Band 6 mark than your main task. It is important that you are aware of the differences.

Step 4: Unpack what the reflection statement needs you to discuss for a Band 6 result

Now you’re familiar with the notification and marking criteria for the assessment task, you need to get these understandings down in writing.

To do this, you need to take a few steps:

Read through the instructions for the task and highlight or underline the keywords (these will usually be the verbs and nouns in the instructions).
Now you want to write these words down and define them. If you are unsure of a what a word means, that’s okay. Look it up. This is how you expand your vocabulary.
Next, do the same for the marking criteria. Underline what you feel are the keywords and terms. Again, write them down and define them.
Now you need to write down what you need to do for a Band 6 result. To do this, write down the instructions in your own words. Include what you need to do for a Band 6 mark in this instruction. Be sure to make note of whether this is meant to be written informally or formally, in the first or third person. You must follow the instruction regarding form for these tasks.

Now you’ve unpacked the question. This means you are now equipped to answer the question you’ve been set.

Next, you need to revisit your main task so you can see what you’ve done and evaluate how you’ve put it together.

Step 5: Reread what you have produced for your main task

Your reflection statement will require you to explain the choices you’ve made in your main composition.

You may not have thought too much about these things when you produced the work. And this is fine. It just doesn’t help you with the reflections statement.

If this is you, you need to read your work with an eye on how you have conveyed information. You must unpack how you have presented your ideas. Essentially, you need to reverse engineer your writing through textual analysis.

Some useful questions to ask yourself when doing this are:

How does my work address the assessment instructions and marking criteria?
What am I trying to convey here?
How does this part of my work address the marking criteria?
What technique have I used to convey meaning?
Why have I used that technique?
Could I have conveyed this idea differently? Would this have been more effective? Why?

Make notes while you do this. You want to be able to refer back to your findings in detail when you write the reflection statement.

Once you’ve finished this, you’re ready to start planning. By now you should have:

A detailed breakdown of what your task requires you to discuss in your reflection statement and how to discuss it.
A detailed set of notes about the piece you have produced for the main task.

Step 6: Plan your reflection statement

As with any task, you want to plan things before you get stuck in. Planning your work forces you to consider what information you must include and how you will structure that information in your response. This is an important part of the critical thinking process.

Reflection statements need to have structure, too.

You need to ensure that you introduce your ideas clearly, then expand on them, and, finally, summarise and conclude your statement. Even if you only need to produce a 250-word paragraph, you still need to ensure that it follows the conventions of composition structure. You will lose marks for presenting idea soup.

To plan your response, you’ll need to get your notes on the task and your notes on your response together. Then:

Read through your notes on the question. Remind yourself what you need to discuss in your reflection statement.
Write down what you will discuss in your reflection statement.
Now you need to think about what parts of your main task you will discuss. To do this, refer to your notes about your main task. Ask yourself, “which parts of my task are most relevant to what the task is asking me to discuss?”
Note down what you think will be the order for presenting your reflection. For example, you may want to start with your structural decisions before discussing your use of techniques or you may want to discuss your influences before discussing your ideas.

Once you’ve got your plan together, you’re ready to write. Matrix students get advice on their assessment tasks from their Matrix Tutors and Teachers. It might be helpful to ask a peer or parent for their thoughts if your school teacher can’t provide advice.

Step 7: Write your introductory statement

The length of your introduction will be contingent on the specifics of your task:

If your reflection statement is less than 400 words, you will need to produce one or two sentences.
If you are writing a longer reflection statement of more than 400 words, you will need to write a short introduction.
If you are producing an Extension 2 reflection statement, this will need to be a longer and more detailed introductory paragraph.

When writing your introduction, you must:

Introduce the topic you will discuss;
Explain how this reflects on the work that you are discussing;
Make reference to the Module you are studying.

Once you have produced your introduction, you are now ready to develop your discussion and discuss the specifics of your main piece of work.

Step 8: Write the body of your argument

Now you’ve introduced your subject matter you need to start presenting an argument. Even though you are reflecting on your own work, you still need to use examples to demonstrate how you’ve set about responding to the main task.

You will need to present several examples to support your argument, but the number of examples will vary depending on the length of the task you’ve been set.

For a shorter reflection, try to present two or three examples and discuss them in detail. If you need to produce several paragraphs, you should be aiming at around four per paragraph.

To do this:

Introduce the idea you were trying to convey (this might be an influence on your work, a technique you’ve tried to use, or a theme you’ve tried to explore).
Present an example of this idea.
Explain how you have attempted to use or explore this idea.
Explain how this addresses the instructions and marking criteria for the task.
Explain how this is relevant to the Module you are studying.
Comment on other choices you could have made and why you didn’t use the other option.
Repeat this for each example that you need to support your point.

Once you’ve done this, you need to conclude your reflection.

Step 9: Write your concluding statement

Your final statement needs to address the broad idea you have discussed in your response. It will need to be at least two sentences. A longer reflection will require a longer concluding statement; if you had a separate introduction you will require a separate conclusion.

To write your concluding statement:

Summarise the key ideas that you have discussed.
Make a statement about what you have taken away from your study of the Module and the process of producing this task and reflecting on it.

Now you need to revise what you’ve written.

Step 10: Proof and edit your work

It is really important that you proof and edit your work before submitting. You don’t want to throw away marks on typos and unnecessary grammatical errors. Proofing your work is something you must do after you finish any task.

To proof your reflection statement:

Reread your summary of the notification of the task and the marking criteria.
Read your reflection statement aloud.
Whenever you encounter a mistake or a sentence that sounds ungrammatical, correct it.
Pay attention to the logic of your argument. Does it make sense?
Ask yourself, have I addressed the instructions for the task?
Ask yourself, have I addressed the marking criteria for a Band 6 response.
Redraft your reflection statement in its entirety. Don’t submit your first draft. Your second draft will always be better.

If you would like to know more about the editing process, you should read Part 7 of our Beginner’s Guide to Acing HSC English: How to Edit Your Work .

Now you’ve finished a second draft you can submit. If you can, you should try and get some feedback. Matrix students get regular feedback from their Matrix Tutors and Teachers. Feedback on your work allows you to take somebody else’s perspective and use it to improve your marks.

Written by Matrix English Team

© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

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The Importance of Self-Reflection: How Looking Inward Can Improve Your Mental Health

Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Dr. Sabrina Romanoff, PsyD, is a licensed clinical psychologist and a professor at Yeshiva University’s clinical psychology doctoral program.

Sunwoo Jung / Getty Images

Why Is Self-Reflection So Important?

When self-reflection becomes unhealthy, how to practice self-reflection, what to do if self-reflection makes you uncomfortable, incorporating self-reflection into your routine.

How well do you know yourself? Do you think about why you do the things you do? Self-reflection is a skill that can help you understand yourself better.

Self-reflection involves being present with yourself and intentionally focusing your attention inward to examine your thoughts, feelings, actions, and motivations, says Angeleena Francis , LMHC, executive director for AMFM Healthcare.

Active self-reflection can help grow your understanding of who you are , what values you believe in, and why you think and act the way you do, says Kristin Wilson , MA, LPC, CCTP, RYT, chief experience officer for Newport Healthcare.

This article explores the benefits and importance of self-reflection, as well as some strategies to help you practice it and incorporate it into your daily life. We also discuss when self-reflection can become unhealthy and suggest some coping strategies.

Self-reflection is important because it helps you form a self-concept and contributes toward self-development.

Builds Your Self-Concept

Self-reflection is critical because it contributes to your self-concept, which is an important part of your identity.

Your self-concept includes your thoughts about your traits, abilities, beliefs, values, roles, and relationships. It plays an influential role in your mood, judgment, and behavioral patterns.

Reflecting inward allows you to know yourself and continue to get to know yourself as you change and develop as a person, says Francis. It helps you understand and strengthen your self-concept as you evolve with time.

Enables Self-Development

Self-reflection also plays a key role in self-development. “It is a required skill for personal growth ,” says Wilson.

Being able to evaluate your strengths and weaknesses, or what you did right or wrong, can help you identify areas for growth and improvement, so you can work on them.

For instance, say you gave a presentation at school or work that didn’t go well, despite putting in a lot of work on the project. Spending a little time on self-reflection can help you understand that even though you spent a lot of time working on the project and creating the presentation materials, you didn’t practice giving the presentation. Realizing the problem can help you correct it. So, the next time you have to give a presentation, you can practice it on your colleagues or loved ones first.

Or, say you’ve just broken up with your partner. While it’s easy to blame them for everything that went wrong, self-reflection can help you understand what behaviors of yours contributed to the split. Being mindful of these behaviors can be helpful in other relationships.

Without self-reflection, you would continue to do what you’ve always done and as a result, you may continue to face the same problems you’ve always faced.

Benefits of Self-Reflection

These are some of the benefits of self-reflection, according to the experts:

Increased self-awareness: Spending time in self-reflection can help build greater self-awareness , says Wilson. Self-awareness is a key component of emotional intelligence. It helps you recognize and understand your own emotions, as well as the impact of your emotions on your thoughts and behaviors.
Greater sense of control: Self-reflection involves practicing mindfulness and being present with yourself at the moment. This can help you feel more grounded and in control of yourself, says Francis.
Improved communication skills: Self-reflection can help you improve your communication skills, which can benefit your relationships. Understanding what you’re feeling can help you express yourself clearly, honestly, and empathetically.
Deeper alignment with core values: Self-reflection can help you understand what you believe in and why. This can help ensure that your words and actions are more aligned with your core values, Wilson explains. It can also help reduce cognitive dissonance , which is the discomfort you may experience when your behavior doesn’t align with your values, says Francis.
Better decision-making skills: Self-reflection can help you make better decisions for yourself, says Wilson. Understanding yourself better can help you evaluate all your options and how they will impact you with more clarity. This can help you make sound decisions that you’re more comfortable with, says Francis.
Greater accountability: Self-reflection can help you hold yourself accountable to yourself, says Francis. It can help you evaluate your actions and recognize personal responsibility. It can also help you hold yourself accountable for the goals you’re working toward.

Self-reflection is a healthy practice that is important for mental well-being. However, it can become harmful if it turns into rumination, self-criticism, self-judgment, negative self-talk , and comparison to others, says Wilson.

Here’s what that could look like:

Rumination: Experiencing excessive and repetitive stressful or negative thoughts. Rumination is often obsessive and interferes with other types of mental activity.
Self-judgment: Constantly judging yourself and often finding yourself lacking.
Negative self-talk: Allowing the voice inside your head to discourage you from doing things you want to do. Negative self-talk is often self-defeating.
Self-criticism: Constantly criticizing your actions and decisions.
Comparison: Endlessly comparing yourself to others and feeling inferior.

Kristin Wilson, LPC, CCTP

Looking inward may activate your inner critic, but true self-reflection comes from a place of neutrality and non-judgment.

When anxious thoughts and feelings come up in self-reflection, Wilson says it’s important to practice self-compassion and redirect your focus to actionable insights that can propel your life forward. “We all have faults and room for improvement. Reflect on the behaviors or actions you want to change and take steps to do so.”

It can help to think of what you would say to a friend in a similar situation. For instance, if your friend said they were worried about the status of their job after they gave a presentation that didn’t go well, you would probably be kind to them, tell them not to worry, and to focus on improving their presentation skills in the future. Apply the same compassion to yourself and focus on what you can control.

If you are unable to calm your mind of racing or negative thoughts, Francis recommends seeking support from a trusted person in your life or a mental health professional. “Patterns of negative self-talk, self-doubt , or criticism should be addressed through professional support, as negative cognitions of oneself can lead to symptoms of depression if not resolved.”

Wilson suggests some strategies that can help you practice self-reflection:

Ask yourself open-ended questions: Start off by asking yourself open-ended questions that will prompt self-reflection, such as: “Am I doing what makes me happy?” “Are there things I’d like to improve about myself?” or “What could I have done differently today?” “Am I taking anything or anyone for granted?” Notice what thoughts and feelings arise within you for each question and then begin to think about why. Be curious about yourself and be open to whatever comes up.
Keep a journal: Journaling your thoughts and responses to these questions is an excellent vehicle for self-expression. It can be helpful to look back at your responses, read how you handled things in the past, assess the outcome, and look for where you might make changes in the future.
Try meditation: Meditation can also be a powerful tool for self-reflection and personal growth. Even if it’s only for five minutes, practice sitting in silence and paying attention to what comes up for you. Notice which thoughts are fleeting and which come up more often.
Process major events and emotions: When something happens in your life that makes you feel especially good or bad, take the time to reflect on what occurred, how it made you feel, and either how you can get to that feeling again or what you might do differently the next time. Writing down your thoughts in a journal can help.
Make a self-reflection board: Create a self-reflection board of positive attributes that you add to regularly. Celebrate your authentic self and the ways you stay true to who you are. Having a visual representation of self-reflection can be motivating.

You may avoid self-reflection if it brings up difficult emotions and makes you feel uncomfortable, says Francis. She recommends preparing yourself to get comfortable with the uncomfortable before you start.

Think of your time in self-reflection as a safe space within yourself. “Avoid judging yourself while you explore your inner thoughts, feelings, and motives of behavior,” says Francis. Simply notice what comes up and accept it. Instead of focusing on fears, worries, or regrets, try to look for areas of growth and improvement.

“Practice neutrality and self-compassion so that self-reflection is a positive experience that you will want to do regularly,” says Wilson.

Francis suggests some strategies that can help you incorporate self-reflection into your daily routine:

Dedicate time to it: it’s important to dedicate time to self-reflection and build it into your routine. Find a slot that works for your schedule—it could be five minutes each morning while drinking coffee or 30 minutes sitting outside in nature once per week.
Pick a quiet spot: It can be hard to focus inward if your environment is busy or chaotic. Choose a calm and quiet space that is free of distractions so you can hear your own thoughts.
Pay attention to your senses: Pay attention to your senses. Sensory input is an important component of self-awareness.

Nowak A, Vallacher RR, Bartkowski W, Olson L. Integration and expression: The complementary functions of self-reflection . J Pers . 2022;10.1111/jopy.12730. doi:10.1111/jopy.12730

American Psychological Association. Self-concept .

Dishon N, Oldmeadow JA, Critchley C, Kaufman J. The effect of trait self-awareness, self-reflection, and perceptions of choice meaningfulness on indicators of social identity within a decision-making context . Front Psychol . 2017;8:2034. doi:10.3389/fpsyg.2017.02034

Drigas AS, Papoutsi C. A new layered model on emotional intelligence . Behav Sci (Basel) . 2018;8(5):45. doi:10.3390/bs8050045

American Psychological Association. Rumination .

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

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4. A reflective presentation

A reflective presentation or evaluation is an opportunity to reflect on your experiences of the unit as a whole, identify your key learning, and to help frame your assessment submission. The format of the presentation can take a number of forms, as described by the following students.

“I thought a video presentation would be the best way to showcase sketchbook work and talk through the learning objectives. I feet it was more effective having images to back up the limited words allowed.”

I opted for a... “written evaluation - putting things on paper is how I naturally work through my thoughts and sift my ideas. The literal editing process helps me to refine my reflections and draw out the essence of my experience.”

“A video was easier to communicate how I felt and more relaxed.”

“My video skills are currently non-existent and due to pressure of time I needed to use the medium I am most proficient in. I was intrigued by the idea of the video though and would like to try it at some time in the future. I did watch other students video presentations on the forum with interest.”

“ On this occasion (I opted for) a written evaluation as I'd already prepped for it that way. In future, with the new skills I've learned, I will produce a video.”

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Examples of Reflective Writing

Types of reflective writing assignments.

A journal requires you to write weekly entries throughout a semester. May require you to base your reflection on course content.

A learning diary is similar to a journal, but may require group participation. The diary then becomes a place for you to communicate in writing with other group members.

A logbook is often used in disciplines based on experimental work, such as science. You note down or 'log' what you have done. A log gives you an accurate record of a process and helps you reflect on past actions and make better decisions for future actions.

A reflective note is often used in law. A reflective note encourages you to think about your personal reaction to a legal issue raised in a course.

An essay diary can take the form of an annotated bibliography (where you examine sources of evidence you might include in your essay) and a critique (where you reflect on your own writing and research processes).

a peer review usually involves students showing their work to their peers for feedback.

A self-assessment task requires you to comment on your own work.

Some examples of reflective writing

Social science fieldwork report (methods section), engineering design report, learning journal (weekly reflection).

Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting , Open University Press, Milton Keynes.

Mezirow, J 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , Jossey-Bass, San Francisco.

Schön, DA 1987, Educating the reflective practitioner , Jossey-Bass. San Francisco.

We thank the students who permitted us to feature examples of their writing.

Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required.

Essay and assignment writing guide

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Essay and assignment planning
Answering assignment questions
Editing checklist
Writing a critical review
Annotated bibliography
How do I write reflectively?
Examples of reflective writing
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Self Reflection on 1st Presentation

Self-Critique of my first presentation Presenter: Drilona Aliu

Description of Experience

Since I was the last one to present in class, I had the advantage of seeing everyone else presenting and catching on their strategies. It seemed that all the previous presenters were very comfortable on presenting and they rarely showed any sign on nervousness. Usually, I am able to control my nervousness by giving a “talk” to myself and I imagine myself as the subject matter expert. By having these positive thoughts in my mind, I am able to control nervousness that may be created as a result of the fear of talking in front of people and sharing something very personal such as part of my childhood.

The most challenging aspect of this presentation was creating a meaningful story through an effective framework that would transmit my emotions as a child and my journey to learn English. I find it very challenging when I have a lot to share but do not know how to properly deliver my message in a logical order. While watching the DVD, I was able to identify that this challenge was evident although I tried to hide it as I was speaking. The most surprising aspect of my speech was that I used a lot of facial expressions. This might have always been the case but because I never watched myself presenting I have not been able to identify this habit. I could have done better in certain areas such as volume and speech rate, but I believe that I gave a good overall impression.

I believe that my first speech was effective and kept the audience interested. There is more room to improve upon the introduction and conclusion such as engaging the audience in my opening question: As a child, what did you want to be when you grew up? Such questions are always a good way to start the speech as it keeps the audience interested. I also think that due to time management constraints, I could have done a better job on the conclusion such as ending my speech how this journey affected the path I chose in life. This would “justify” how English has played a role in my life and how he has influenced my personal and professional growth.

I believe that my delivery was generally clear and organized; however, while watching the DVD I noticed that I need to work more on the speech flow and find effective ways to engage the audience. My posture and eye contact were good but I definitely need to work on my speech rate, such as making more pauses so the audience is able to “digest” the information provided and not feel overwhelmed with the amount of the information at a fast pace. I also think I “overdid” my hand gestures and this is something that I need to improve. Being from the Balkan region, it is part of our culture to excessively use hands when we talk. We are very expressive that way and that may be distracting for many people in the audience. There is also room for eliminating fillers such as um as I tend to use them quite a bit, especially in the beginning of my speech.

Overall, I believe that I have many strengths such as the ability to speak without feeling overwhelmed or very nervous, to quickly think and avoid mistakes without getting frustrated (mistakes are for human beings), and to deliver my speech with effective voice projection and eye contact. The main areas for improvement would be to engage the audience as they may relate more to my speech, use fewer facial and hand gestures, speak at a slower pace and make appropriate pauses, and use fewer fillers throughout the speech.

As a result, my goals to improve in public speaking are:

Effectively organize and clearly deliver my main points. Each main point should be backed up with effective supporting points and examples to make it more illustrative for the audience. The steps I would take to improve on this goal are to develop a detailed speech outline and rehearse it several times while timing itso I do not run out of time.
Improve my speech rate. I tend to talk too fast and make very few or short pauses. It is my goal to improve my speaking pace so the audience will be able to follow it better. This can be achieved through multiple rehearsals and ability to select only worthy arguments (quantity vs quality).
Last but not least is hand gesture control. Watching myself on the DVD made me realize that I use my hands a lot when I speak and sometimes that can be distracting for the audience. I need to work on using my hand gestures appropriately and a way to improve that is through recording myself every time I deliver a speech and reviewing it as that is something I do unconsciously.

There are many other things to improve and I am confident that I will be able to incorporate these changes in my next presentation!

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General tips for academic reflections

An overview of key things to keep in mind for academic reflections.

Make sure you know what the assessor is asking for

Your main consideration when producing written or any kind of academic reflection is to know exactly what is expected of you. Therefore, you should ask your assessor what kind of language and structure they are expecting. With that in mind, the characteristics described here and in the sections on language and structure for academic reflections are what is often sought after.

Language of academic reflections

Structure of academic reflections

Using private reflections as foundations for academic reflections

Academic reflective writing is often used to evidence that you have done reflection. Therefore, it is often beneficial to first do a private reflection where you can be as informal and unstructured as you want, and then readapt that into a piece of academic writing.

By using a private reflection initially, you can ensure that you get the full learning opportunity without censoring yourself or being conscious of language, before deciding how best to present your reflections to your assessor. This is similar to figuring out what your argument is and taking notes before writing an essay, or to all the background work you do to solve a technical/mathematical problem that you do not include in your hand-in.

Just as developing your argument and working through each step of a problem can be essential for the final essay or hand-in, for some people doing a private reflection can be very helpful in writing an effective academic reflection. For others, writing their reflection in a formal and structured way from the outset helps them structure their thoughts.

The core elements of academic reflective writing

Academic reflective writing is a genre and just like an essay has characteristics, so does academic reflective writing.

Academic reflective writing requires critical and analytic thought, a clear line of argument, and the use of evidence through examples of personal experiences and thoughts and often also theoretical literature.

You should aim for a balance between personal experience, tone, and academic practice and rigor.

Academic reflective writing should:

develop a perspective or line of reasoning
develop a link between your experience or practice and existing knowledge (theoretical or personal)
show understanding and appreciation of different perspectives to your own
show recognition that your own understanding is likely incomplete and situations are rarely clear-cut and simplistic
show learning resulting from the reflection (either by discovering something new or confirming existing knowledge) and how you plan to use it
be written in an appropriate style with language relevant to your academic discipline
sometimes, but not always, use theoretical literature to inform your understanding.

People can have misconceptions about academic reflective writing – some of the common ones are described below.

Developed from:

Ryan, M., 2011. Improving reflective writing in higher education: a social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.

University of Portsmouth, Department for Curriculum and Quality Enhancement (date unavailable). Reflective Writing: a basic introduction [online]. Portsmouth: University of Portsmouth.

Queen Margaret University, Effective Learning Service (date unavailable). Reflection. [online]. Edinburgh: Queen Margaret University.

Your Project

Gibbs’ Reflective Cycle

What is the gibbs' reflective cycle.

The Gibbs’ Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences .

To do this, it proposes to analyze the Situations in which someone wants to Improve.

Drawing Conclusions that allow us to do things better in the future.

It consists of 6 Repetitive Steps (a cycle):

Description .
Evaluation .
Conclusion .
Action Plan .

This cycle must be repeated until Obtaining the Desired Results .

The Six Steps of Gibbs' Reflective Cycle

1. Description : Describe in detail the Situation in which you want to improve .

A Negotiation, A Decision you made, a Discussion with your employees, etc.

2. Feelings : Reflect on How you Felt in that Situation, How you Coped with it.

Did you feel Insecure? Did you feel Determined? Did you Hesitate?

3. Evaluation : Evaluate the Experience and its Outcome , Objectively.

What Consequences did it have, What worked, What did not, etc.

4. Analysis : Analyze the Reasons that explain the Result of this Situation.

Why something worked or didn’t work. Why you Made that Decision, etc.

5. Conclusion : Get the Lessons from this Analysis; How to do things better.

What could have been done better? What could be done in a different way?

6. Action Plan : Develop and Implement a Plan to do things better.

Applying the Conclusions obtained in this Cycle.

Repeat the Cycle until Reaching the Desired Results .

Gibbs’ Reflective Cycle Template

Now, before sharing some examples , we want to explain one important thing:

How to use this Cycle .

We know that it can get a bit Confusing (Feelings, Action Plan, etc).

That is why we’ll offer you a Guideline that you can Follow .

It can be used for your Personal Analysis or, in Coaching Situations.

How to use the Gibbs Reflective Cycle

Description : Details are important, as is the Context of any Situation.

The Place and People Involved.
What Interactions happened.

Feelings : They Can give us a Clue as to what we need to Improve .

If we feel Insecure, it is usually because we do not know the Subject well enough.
What made you feel Uncomfortable?
What made you feel Determined?

Evaluation : Here, you should not try to find Reasons , only Facts .

What worked, What didn’t work, and under What Circumstances.
The Outcome: What happened After the Situation?

Analysis : Now it is the time to find the Whys .

Why is the Reason something Worked? The Root Cause.
Potential Root causes causing you a Problem.

Conclusions : Time to “Connect the Dots” and obtain Solid Conclusions .

What Solid Conclusions have you Obtained?
What Could have been done better?

Action Plan : Now, you have to put things into Practice .

Set Specific, Measurable, Realistic and Time-Related Goals.
Use Objective Metrics.

Let’s see some examples:

Gibbs Reflective Cycle examples

Now, let’s Imagine that you have recently been Promoted to Manager .

You are very happy about it, but you do not feel very Comfortable when you face your employees .

Sometimes you have to impose yourself, so that what you say is done.

Also, it is something you would like to Improve on .

That is Why you decided to use Gibbs’ Reflective Cycle .

Let’s see How you use it:

Description - Gibbs Reflective Cycle example

The Situation in which you want to Improve :

It is You and your Employees (no matter Who).
You are In front of them alone or in a collective meeting.
You Want things to be done in a New way.
You Tell them how they have to do things from now on .

Feelings - Gibbs Reflective Cycle example

After thinking Carefully about it, you Discover that you Felt :

Anxious about Compelling People to do Something.
Insecure about you Authority.
Determined about the Need of doing the Things in a New Way.

Evaluation - Gibbs Reflective Cycle example

You then Evaluate what happens in these Situations :

You Compel your employees to do what you say.
They obey you.
Those who know you best Respond much better to your Commands .
Those who don’t know you are more Reluctant to change .

Analysis - Gibbs Reflective Cycle example

Now, you start thinking about the Whys :

This makes you Feel Insecure.
They don’t make you Feel Anxious or Insecure .
That and , the fact that you are New in the Position .

Conclusion - Gibbs Reflective Cycle example

You Obtain important Conclusions from this Analysis :

Or People that don’t know your Skills when making decisions.

This People are Reluctant to “obey” you, and make you Feel Insecure and Anxious.

So they will Trust you more.
And they will Trust your Authority more.

Action Plan - Gibbs Reflective Cycle example

Finally, you decide to Develop an Action Plan :

Starting with those who know you least.
Comparing the Previous Results with the Current ones.

You Estimate that you will need 2 months to have met with all your employees.

And decide if you need to repeat this Cycle again.

The Gibbs’ Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences.

Consists of 6 Repetitive Steps that must be repeated until getting the desired Results:

Description : Describe in detail the Situation in which you want to improve.
Feelings : Reflect on How you Felt in that Situation, How you Coped with it.
Evaluation : Evaluate the Experience and its Outcome, Objectively.
Analysis : Analyze the Reasons that explain the Result of this Situation.
Conclusion : Get the Lessons from this Analysis; How to do things better.
Action Plan : Develop and Implement a Plan to do things better.
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Reflecting on Group Presentation with Rolfe’s Reflective Cycle Essay

Over the course of the last decade, reflective practice in the advancement of knowledge in a plethora of areas, including business, education, social work, and healthcare, has been becoming continuously more widespread. Patel and Metersky (2021) state that reflection is considered to improve learning, which is why it is so popular in so many spheres. According to Schwind and Manankil-Rankin (2020), deliberate reflection on any experience gives meaning to people’s three ways: of being, knowing, and doing (or, alternatively, ontology, epistemology, and praxis). When it comes to the most widely used reflective models, Rolfe’s reflective cycle is one of these, and it is deemed applicable in any context due to its clarity and subsequent ease of employment (Galutira, 2018). The following reflective essay uses this model to guide my thinking about teamwork, leadership, and time management in relation to creating a group Powerpoint presentation. The aims of this essay are to evaluate the experience of such a type of work and to describe how the things I have learned can be applied to my future nursing practice.

Rolfe’s reflective cycle is a reflective model created to help people assess their experiences or empirical learning activities. In terms of group and teamwork, Rolfe’s model is an effective tool for each member to evaluate how they can improve their teamwork skills ( Use the ‘What? So what? Now what?’ model, no date). This method’s history dates back to the 1970s when an American schoolteacher Terry Borton wrote a book in which he proposed a reflective practice framework founded on three questions: what? so what? and now what?

Borton’s scheme was adapted for clinical use by John Driscoll, although his version could be implemented in various disciplines. In addition to that, Rolfe et al. took Borton’s model and refined it further for use in a clinical setting and pastoral work ( What? So what? Now what? model of reflection , no date). Rolfe and his colleagues left the structure of Borton’s scheme unchanged but expanded each question to include extra questions to stimulate deeper reflection. As stated by Business Bliss Consultants FZE (2018), this is aimed at increasing self-awareness, analysis skills, and skills of problem-solving. The ‘what?’ phase of Rolfe’s model contains questions to help objectively review what took place. The ‘so what?’ phase is a more subjective study of the consequences. Finally, the ‘now what?’ phase is a look at the way the lessons learned can be beneficial for the future.

I believe that the main reason why my group succeeded in creating a presentation without major quarrels or disagreements was because of our good teamwork, which was due to the strategy we all agreed upon for the working process. This strategy consisted of having each member of the team assigned a specific task in the beginning based on what each person is good at – for instance, finding appropriate references, doing research, or creating presentations. We communicated to check where everyone was with their part of the work every week. However, it would have been harder to do had our group been larger; but since there were five of us, communication was effective, and each person’s voice was always heard. To interact with one another, we created a WhatsApp group chat, and while it proved to be productive, we still felt that a lack of face-to-face meetings was a significant drawback. Moreover, for our work to be more organized, we selected a team leader, Wendy, who was chosen due to her having had experience with working in groups and making presentations before.

In addition to that, one unfortunate circumstance that I found myself facing was my poor time management skills. It seems that I had initially underestimated the amount of work it would take for me to finish my part of the task. As a result, in the final stages of preparation, I worked for hours in the end and felt exhausted when it was done. However, since our group scored an A, I consider it all to have been worth it.

What this experience tells me about myself is that I have to be less confident when approaching such tasks and put more effort into planning how, when, and what exactly to do. This is especially important when working in groups or teams because other people rely on you to do your work efficiently and timely. Academic literature on effective team communication points at the necessity of each member of the team to feel that they are responsible for the final outcome (Harris and Sherblom, 2018). In addition to that, according to Marlow et al. (2018), when it comes to a successful group, it is not the frequency of communication but its quality that matters. It explains why us discussing things in a group chat once a week was more than enough for the eventual success of the project.

Moreover, this experience taught me that for group work to be productive, there must be a leader in a team. As I have mentioned earlier, we appointed Wendy to be our leader, and I believe that had it not been for her, it would have been more difficult for us to make progress. As per Northouse (2021), a true leader is someone who is focused on developing others, leads by example, and ensures that the communication between team members is effective. All of this is about Wendy, who was an inspiration for all of us to aim to work harder and was always there to help anyone who struggled with anything.

I believe that I have learned a lot from working on this project with my peers. First of all, for the sake of not only my mental health but also other people succeeding, I plan to start working on my time management skills. In addition to that, I will ensure that I remember everything that I have learned about group work and apply it to the next team project in which I will participate. In terms of how I can apply the reflections on our work to my future nursing practice, I now have an understanding of how to be an effective team player and a good leader. Both of these qualities are important to deliver safe and high-quality nursing care, which is my, and every other nurse’s, ultimate goal.

In conclusion, reflective practice is essential to improving learning and evaluating one’s skills for future development. One of the most effective and popular reflective models is Rolfe’s reflective cycle, which is based on a person asking themselves three simple questions: what? so what, and now what? When expanded into a series of additional queries, these give one an opportunity to analyze their work and think of ways to enhance it. I applied it in assessing the work of my group on a presentation and found that it is extremely efficient in supplying one with food for thought and identifying benefits and drawbacks. I will use the knowledge that I have gained from working with this reflective model in my future nursing practice to be a great team player and a successful leader.

Reference List

Business Bliss Consultants FZE (2018) Rolfe’s reflective cycle . Web.

Galutira, G.D. (2018) ‘Theory of reflective practice in nursing’, International Journal of Nursing Science , 8(3), pp. 51-56.

Harris, T.E. and Sherblom, J.C. (2018) Small group and team communication . Waveland Press.

Marlow, S.L., Lacerenza, C.N., Paoletti, J., Burke, C.S. and Salas, E. (2018) ‘Does team communication represent a one-size-fits-all approach?: a meta-analysis of team communication and performance’, Organizational Behavior and Human Decision Processes , 144, pp.145-170.

Northouse, P.G. (2021) Leadership: theory and practice . Sage Publications.

Patel, K.M. and Metersky, K. (2021) ‘Reflective practice in nursing: a concept analysis’, International Journal of Nursing Knowledge , 33(3), pp. 180-187.

Schwind, J. K. and Manankil-Rankin, L. (2020) ‘Using narrative reflective process to augment personal and aesthetic ways of knowing to support holistic person-centred relational practice’, Reflective Practice , 21(4), pp. 473–483.

Use the ‘What? So what? Now what?’ model: a great example of reflective questioning (no date). Web.

What? So what? Now what? model of reflection (no date). Web.

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IvyPanda. (2023, September 24). Reflecting on Group Presentation with Rolfe's Reflective Cycle. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/

"Reflecting on Group Presentation with Rolfe's Reflective Cycle." IvyPanda , 24 Sept. 2023, ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/.

IvyPanda . (2023) 'Reflecting on Group Presentation with Rolfe's Reflective Cycle'. 24 September.

IvyPanda . 2023. "Reflecting on Group Presentation with Rolfe's Reflective Cycle." September 24, 2023. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/.

1. IvyPanda . "Reflecting on Group Presentation with Rolfe's Reflective Cycle." September 24, 2023. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/.

Bibliography

IvyPanda . "Reflecting on Group Presentation with Rolfe's Reflective Cycle." September 24, 2023. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/.

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Examples of Reflective writing The Presentation

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The Impact Of Adventure-Based Training On Team Cohesion And Psychological Skills Development In Elite Sporting Teams ABSTRACT This research project adds to the growing body of knowledge that demonstrates the positive effects an adventure-based training intervention can have on a participant’s ability to transfer learning and new skills back to life outside the training venue. The research examined the impact of an adventure-based training intervention on the group cohesion and psychological skills development of elite netball players. Data was gathered using both quantitative and qualitative methodologies. Quantitative data measuring group cohesion was assessed by means of the group environment questionnaire (GEQ) (Carron, Brawley & Widmeyer, 1985). In qualitative terms, focus group and one on one phenomenological interviews were triangulated against observational and statistical data to help build a picture of the athletes’ experience. In the phenomenological tradition, obtaining the athletes’ perspective of the intervention was most important. With this approach, both the outcomes and the process that led to the outcomes were comprehensively documented. This book would be a valuable resource for those needing research to support the efficacy of adventure-based training, or for individuals wanting a teaching tool that clearly articulates the facilitation of the change process using techniques such as metaphoric framing, edgework, funneling, and frontloading.

siriporn pitimanaaree

Instructional Science

gibbs recycleing

Clive Palmer (National Teaching Fellow)

The focus of this paper is to consider what might be learned from personal narratives about educational experiences with the pedagogical aim of gaining some real-life insight to both learner and therein, teacher behaviour. 14 first year B.A. (Hons) Outdoor Leadership students (average age 18-20 years) were asked to write about positive and negative experiences in their education spanning Primary and Secondary School, and Further Education Colleges. Using rich descriptive writing each student wrote approximately 500 words on what has been broadly grouped as a ‘good pedagogy’ or a ‘bad pedagogy’ with unique titles for each of their stories. Thus, 28 vignettes with interesting and often complex contrasts in motives and outcomes for learners emerge, all from a learner’s perspective, but much to inform the aspirant or practicing teacher. A significant outcome from this research is to realise that both the learner and teacher exert considerable forces upon each other to get along in a highly pressurised world i.e. the educational establishment. From working with these students’ accounts and reflections, it seems all too easy to overlook that as educators, we are catering for individuals in a mass education system.

Stephanie Borg Bartolo

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Reflection represents a foundational, core developmental activity in teacher professional education. Reflection can, however, prove challenging, and even problematic, particularly for novice, pre-service teachers (Calderhead, 1989; Hatton & Smith, 1995; Korthagen, 2001a; MacLeod & Cowieson, 2001; Moon, 1999). Narrative and technology potentially afford possibilities to render reflection more engaging and interactive (Barrett, 2005c). Employing design-based research (DBR) methodology, the research reported in this thesis set out to explore whether and how digital storytelling - as a potential synergy of narrative and technology - could be designed and deployed to enhance reflection in initial teacher education. Positioned in the context of similar developments and innovations internationally, this research is inspired by, and builds on the extant international research in the field of digital storytelling. Following a DBR process, the research utilised a theoretically-informed design framework: R-NEST, to explore systematically the development of a digital storytelling intervention with 308 pre-service teachers. The intervention, in three major design cycles, was undertaken on a longitudinal basis, over a period of four years. The intervention was evaluated using a range of products from the design process, including the pre-service teachers' completed digital stories, their ‘working portfolios’, online discussion boards, a post digital storytelling questionnaire and qualitative feedback. The data derived from these evaluations are the subject of critical analysis, informed by the R-NEST design model. The contribution of the thesis to the understanding of digital storytelling as a technology-enhanced reflective process for pre-service teachers is significant and threefold. Firstly, the research establishes systematically the potential of DST as a technology-enhanced reflective process for supporting and augmenting reflection in ITE. Secondly, through the detailed articulation of a longitudinal and repeatable DBR process, the thesis demonstrates practically how a digital storytelling intervention was designed and developed to enhance reflection in an ITE program. Thirdly, the thesis contributes to advancing design research, producing a design model: R-NEST, which can be adapted and adopted by other design researchers, educators and education technologists, in designing DST to enhance pre-service teachers' professional practice learning. Although beyond the immediate scope of this thesis, this robust R-NEST design model could be adapted to support the design of technology to enhance professional learning in other disciplines.

Pavel Kabanov

Powerpoint Templates and Google slides for Reflection

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It covers all the important concepts and has relevant templates which cater to your business needs. This complete deck has PPT slides on Mexico Flag Reflection Centre Through Displayed Monument with well suited graphics and subject driven content. This deck consists of total of eleven slides. All templates are completely editable for your convenience. You can change the colour, text and font size of these slides. You can add or delete the content as per your requirement. Get access to this professionally designed complete deck presentation by clicking the download button below.

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Product Roadmap Reflecting Vision And Policy

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Reflective Essay For High School
FREE 6+ Reflective Writing Samples & Templates in PDF
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50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab
Sample Of Reflective Journal
Reflective Essay Examples & Structure [Great Tips]

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Presentation Example: Color Theory
Presentation Example Color Theory Made with Clipchamp
Reflective Poster Presentation
EYBM Career Passport Reflective (Ruoxuan XU 20813084)
Reflective Presentation P0H710
Reflective Practice Video Presentation recorded

COMMENTS

Student Presentation Reflections
Reflection Process. I plan on creating many posts about the different resources, examples, and assignments that I use to improve my students' presentation skills. One of the core strategies, and I believe the most powerful, that I use to improve student presentations is a presentation reflection process.
PDF Example of reflective writing
Example of reflective writing Below is an example of a student's reflection on an experience they found quite challenging while on placement. ... presentations even though I was still quite nervous as the student in the team rather than the professional. When it came to the presentation, I r eally wanted to do it well - as well
PDF REFLECTIVE WRITING
Types of reflective writing. 1. REFLECTION: when you ask questions about something you would like to better understand, e.g. a problem to solve or an issue to consider. 2. REFLECTIVE PRACTICE: when you reflect on the relationship between practice in your area of study and the theories you are being introduced to. 3.
How To Write A Reflection Statement
Step 4: Unpack what the reflection statement needs you to discuss for a Band 6 result. Now you're familiar with the notification and marking criteria for the assessment task, you need to get these understandings down in writing. To do this, you need to take a few steps:
Structure of academic reflections
The example structure above works particularly well for formal assignments such as reflective essays and reports. Reflective journal/blogs and other pieces of assessed reflections tend to be less formal both in language and structure, however you can easily adapt the structure for journals and other reflective assignments if you find that helpful.
PDF Self-evaluation after a presentation
Self-evaluation after a presentation Giving a presentation at university is a learning opportunity, so it is always a good idea to reflect on how to improve for next time. Use the following questions to support your reflection. If the answer to any of the questions is 'no', decide what action you will take to improve for next time. Content
Gibbs' Reflective Cycle
Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn't go well. It covers 6 stages:
Self-Reflection: Benefits and How to Practice
These are some of the benefits of self-reflection, according to the experts: Increased self-awareness: Spending time in self-reflection can help build greater self-awareness, says Wilson. Self-awareness is a key component of emotional intelligence. It helps you recognize and understand your own emotions, as well as the impact of your emotions ...
Guidance on preparing your submission: A reflective presentation
A reflective presentation or evaluation is an opportunity to reflect on your experiences of the unit as a whole, identify your key learning, and to help frame your assessment submission. The format of the presentation can take a number of forms, as described by the following students. "I thought a video presentation would be the best way to ...
The CARL framework of reflection
The examples below show how the reflective process can happen at an overarching process level and a specific experience level. Both will tackle the same scenario, but their conclusions can be different. ... I was given the opportunity to give a presentation about my subject to high school students who might be interested in applying to study it ...
Examples of Reflective Writing
We thank the students who permitted us to feature examples of their writing. Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required. Learn more about the different types & examples of reflective writing including journal, learning diary, peer review and more.
A complete guide to writing a reflective essay
For class assignments, while the presentation format can vary, the purpose generally remains the same: tutors aim to inspire students to think deeply and critically about a particular learning experience or set of experiences. Here are some typical examples of reflective essay formats that you may have to write: A focus on personal growth:
Self Reflection on 1st Presentation
The main areas for improvement would be to engage the audience as they may relate more to my speech, use fewer facial and hand gestures, speak at a slower pace and make appropriate pauses, and use fewer fillers throughout the speech. As a result, my goals to improve in public speaking are: Effectively organize and clearly deliver my main points.
Presenting a Poster Presentation: Tips and Reflections
As a visual learner, I appreciated seeing examples ("How to Distinguish", n.d.). Free Research Poster PowerPoint Templates - While I did not use a template, I found it helpful to see templates and examples ("Free Research Poster", 2015). I would definitely use a template if I had arranged to have my poster printed (see below).
Reflective Essay on Oral Presentation
Oral presentation: According to my understanding, the most crucial part of any kind of oral presentation is analyzing your audience and adjusting your tone accordingly. Though a few peers argue that the crucial part is about the purpose of the presentation and to include explicit research and findings to prove the idea effectively, unless I ...
50 Best Reflective Essay Examples (+Topic Samples)
A reflective essay is a type of written work which reflects your own self. Since it's about yourself, you already have a topic to write about. For reflective essay examples, readers expect you to evaluate a specific part of your life. To do this, you may reflect on emotions, memories, and feelings you've experienced at that time.
General tips for academic reflections
Academic reflective writing requires critical and analytic thought, a clear line of argument, and the use of evidence through examples of personal experiences and thoughts and often also theoretical literature. You should aim for a balance between personal experience, tone, and academic practice and rigor. Academic reflective writing should:
Gibbs' Reflective Cycle explained with lots of Examples.
The Gibbs' Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences. Consists of 6 Repetitive Steps that must be repeated until getting the desired Results: Description: Describe in detail the Situation in which you want to improve. Feelings: Reflect on How you Felt in that Situation, How you Coped with it.
Reflecting on Group Presentation with Rolfe's Reflective Cycle Essay
The following reflective essay uses this model to guide my thinking about teamwork, leadership, and time management in relation to creating a group Powerpoint presentation. The aims of this essay are to evaluate the experience of such a type of work and to describe how the things I have learned can be applied to my future nursing practice.
Personal Reflection Example PowerPoint Presentation and Slides
Presenting Personal Reflection Example In Powerpoint And Google Slides Cpb slide which is completely adaptable. The graphics in this PowerPoint slide showcase four stages that will help you succinctly convey the information. In addition, you can alternate the color, font size, font type, and shapes of this PPT layout according to your content.
Examples of Reflective writing The Presentation
Examples of Reflective writing The Presentation Consider these 3 different accounts of the same event. Features of the accounts that are indicative of different levels of reflection are described at the end: A) I had to take an agenda item to the weekly team meeting in my third week of working at PIGG PLC.
Reflection PowerPoint Presentation and Slides
Presenting our Examples Reflective Thinking Questions Ppt Powerpoint Presentation Inspiration Introduction Cpb PowerPoint template design. This PowerPoint slide showcases three stages. It is useful to share insightful information on Examples Reflective Thinking Questions This PPT slide can be easily accessed in standard screen and widescreen ...