Further questions to promote in-depth reflection

You could discuss the questions below with a partner, and then each write a reflective account – about 300 words minimum - using these questions as prompts.

 

Questions to facilitate reflection:

  1. What is the issue/ are the issues that could be addressed?
  2. Is there anything else you need to consider at the moment in terms of the context?
  3. What is the significance of this issue to you, and why?
  4. How do you feel about it? How do your feelings relate to any action taken?
  5. Was it good/bad? What are the implications?
  6. What might you need to do? What other information do you need?
  7. Are there previous instances of this issue arising that will help you to think more about it?
  8. Are there others, or others’ views, relevant to this matter?

Prompts to greater reflective analysis:

  1. Meet again with your fellow student and take turns to ask some of the following questions, noting aspects for deeper reflection
  1. Has the nature of the issue/event influenced the manner in which you have approached the reflective writing
  2. Is there relevant formal theory?
  3. How do motives for and context of the reflective writing affect the way in which you have approached the task? eg. personal use/ for sharing with tutor/ assessed item
  4. In what way might you have tackled it differently if the context was not one of formal education?
  5. Is there another point of view/alternative interpretations you could explore?
  6. Are others seeing this issue from different points of view that may be helpful to explore?
  7. Does this issue relate to other contexts – reflection on which may be helpful?
  8. If you ‘step back’ from this issue, does it look different?
  9. How do you judge your ability to reflect on this matter?
  10. Do you notice your feelings about it have changed over time – or in the course of writing this piece – suggesting that your own frame of reference has changed?
  11. Are there ethical/moral/ wider social issues you would want to explore?

With acknowledgements to Jenny Moon, University of Exeter

 

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