post essay reflection questions

Reflective writing: Reflective questioning

• What is reflection? Why do it?
• What does reflection involve?

Reflective questioning

• Reflective writing for academic assessment
• Types of reflective assignments
• Differences between discursive and reflective writing
• Sources of evidence for reflective writing assignments
• Linking theory to experience
• Reflective essays
• Portfolios and learning journals, logs and diaries
• Examples of reflective writing
• Video summary
• Bibliography

On this page:

“...reflection does not necessarily just happen but conditions can be structured to encourage it to happen” Moon, Reflection in learning & professional development

Reflective thinking should always start with the six strategic questions:

Examples of reflective questions

What prior knowledge did I have?

How did I act during the event?

What did I learn from the event that I did not know before?

What links can I make between my experience and other events/ideas from my studies or workplace?

How can I use the knowledge I have gained from this event/experience in the future?

Are there other interpretations of the event? Do I need to consider them?

What are the implications of what happened?

If I distance myself from the event and observe my reactions to it, does it change my perspective?

Based on what I have learned, how should I act in future?

What other information do I need in order to understand the implications of the event?

What is the best way to go forward?

Looking back, would I have done things differently?  If so, what and why? If not, why not?

Structuring your reflective thoughts

As an exercise in reflective thinking, choose an experience and try to organise your thoughts into this table. This is based on the model from the previous page. The questions below are there to help guide you through your reflection. Note: If you fill in these boxes this page will not store your answers.

Tip: When you are asked to keep a learning log/journal/diary as part of a portfolio or assignment for your course, the above format will help you to reflect on, rather than simply describe, your experience.

As suggested on the previous page, critical thinking is an important part of reflection. The reflective questions on this page can be used as a base for deconstructing your own experiences and the form above is a simple example of how you can structure reflection.

The experience (1), think (2), learn (3) model is very useful for applying to portfolios and simple assignments. The next page will introduce theoretical approaches to reflective practice that can be used to structure reflections that are more detailed.

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Learning Through Reflection: 20+ Questions to Inspire Others

It seems that our reflective ability to think about our thinking , known as metacognition, can provide a boost in all sorts of situations, especially when acquiring knowledge and skills (Fleming, 2021a).

While there was a time when we believed that rote learning , memorizing information based on repetition, was the path to good education, it now appears insufficient for our rapidly changing world, where we constantly need to get to grips with new ideas (Fleming, 2021b).

In this article, we explore the potential of reflection to help us understand how to think and learn and some activities that can help.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

The role of reflection in learning, fostering reflection: 4 skills for teachers, 11 best questions for kids and students, 4 fun ways to cultivate reflection, questions to ask older students, positivepsychology.com’s reflection resources, a take-home message.

Humans are very good at explaining what they do and why. Self-awareness is, after all, one of our defining features. The capacity to do so relies on our ability to reflect on ourselves, such as how we think, feel, perceive, and decide things in our lives (Fleming, 2021b).

Reflection and introspection in learning are crucial, and the more accurate, the better. Both under- and overconfidence in our knowledge and abilities can lead us to fail to perform at our best.

For example, thinking we know something well when we don’t can leave us unprepared and oblivious that we can’t answer the question or perform the task. Conversely, never feeling we know enough may stop us from engaging in an activity or interacting with a group (Fleming 2021b).

Why is metacognition important?

Perhaps surprisingly, it is only in recent years that metacognition has been considered a valid and valuable subject for research (Fleming, 2021a). After all, doesn’t it seem impossible that the brain can peer in on itself? Isn’t this a prerequisite for self-reflection?

In fact, the brain can and does.

Findings from neuroscience and cognitive science research prove that the brain is not a single, indivisible organ. The brain is a collection of networks and has the capacity to think about its own thinking (Fleming 2021a).

In an ever-changing world where people live longer, change jobs more frequently, and need new skills almost daily, learning is indeed lifelong. Being fixed in what we know and not recognizing where we have scope to develop is unhelpful and even harmful.

Understanding metacognition and using our reflection skills can help us in education and enhance our ability to acquire the skills we need throughout life. Crucially, it improves “the way we make decisions about how, what, and when to study,” says Stephen Fleming (2021b, p. 116), a leading expert in neuroscience.

So how can reflection help us learn?

As it relates to learning, metacognition begins with us forming beliefs about how best to learn and where we should focus our attention (Fleming, 2021b). After all, it’s no good reading about the history of ancient Greece if the exam is on the Industrial Revolution.

Once we have learned what is needed, we can begin to understand how we should use or apply that knowledge. It could be an exam, a presentation at work, or a conversation with someone.

Fleming (2021b) lays out several important points to note when we look at learning from a metacognitive perspective:

• A considerable amount of research suggests that a preferred learning style (visual, written, auditory, etc.) may be a myth. Studies of learners who believed they had a pictorial learning style versus those with a verbal preference found their confidence was usually misplaced.
• It is crucial that we become aware of what we don’t know. Such reflective insight is helpful because it directs our focus where it is most needed. Sadly, we tend to choose what is more straightforward over the material or approach that will give us the most significant gains.
• Our overall confidence in how we perform is closely linked to our metacognitive bias. What this means is that even an unrealistic boost in our self-efficacy can lead to better performance.

Research has shown that metacognition, such as reflecting on what we do (and do not) know, what we need to learn, and the most appropriate learning approach, reduces anxiety and stress levels while boosting our results (Fleming, 2021b).

In the following sections, we look at how reflection can help teachers share knowledge and how students can utilize methods and questions to elevate their learning.

They studied teachers nominated by colleagues, professors, and educators as being “very adept at getting their students to think” (Ritchhart & Church, 2020, p. xvii).

What they found was simplified down to a three-word mantra for both teaching and learning:

Making thinking visible is vital.

Using a set of thinking routines, it is possible to “create classrooms where thinking is valued, visible, and actively promoted as part of the day-to-day experience of all members” (Ritchhart & Church, 2020, p. xv).

Teachers who encourage students to reflect on the process of learning and thinking create environments that (Ritchhart & Church, 2020):

• Cultivate deeper learning
• Foster engaged and motivated students
• Transform the typically fixed roles of teachers and students
• Improve the outcome of learning
• Change people’s thinking dispositions

And this deeper learning occurs at the point where the following three vital concepts meet (Ritchhart & Church, 2020):

• Mastery – the opportunity to develop an understanding
• Identity – the opportunity to connect with what was being studied and develop as a learner
• Creativity – the opportunity to produce something personally meaningful.

It is perhaps no surprise that this links closely to Ryan and Deci’s (2017) notion of intrinsic motivation being greatest when people are most engaged and feeling competent, related, and autonomous.

So how do we cultivate engaged students?

While thinking is typically an internal, seemingly inexplicable, process, it can be made visible through a set of reflective practices (Ritchhart & Church, 2020).

• Questioning : Great questions drive and make visible learning and thinking. Facilitative questions such as “ What makes you say that? ” are sometimes described as magic questions . They encourage the student to reflect, reveal, and engage with their deeper thinking to clarify their ideas. Similarly, “ Tell me why ” and “ What’s your reason for that? ” push for further explanation.

Crucially, the creative use of questioning by teachers switches the paradigm. Rather than attempting to transmit what is in their heads to their students, the goal becomes to understand the student’s thinking .

Such questions are not like the typical review questions used in a traditional class that simply require a recall verbatim of what the teacher said. They can be followed up with questions like “ Can you say more about that? ” and “ I’m not sure I follow. Can you say what you were thinking in a different way? ”

• Listening : It must be clear to students that teachers are truly interested in their thinking and what they are sharing. It gives the student a reason to impart their deeper thinking and present their theories.

The goal and skill of the teacher is to encourage deeper reflection by the student, drawing out their perspectives, feelings, and understandings regarding a situation or an idea.

Hearing the challenges, understandings, and even struggles within the student’s thinking, the teacher can find opportunities to explore and explain in greater detail without the student becoming overwhelmed or shutting down.

• Documentation : Thinking can seem like a messy process. However, even in the early stages of understanding and learning, documenting (e.g., observing, recording, interpreting, and sharing) can support the student’s reflective skills and the teacher’s growth.

Documentation is not merely what is captured, but also the act of reflecting on thinking and learning. Perhaps most importantly, when a teacher records the student’s ideas, it shows they have worth and value for future discovery.

Once visible, the students can reflect on their learning and make it a subject of discussion. A great question to set the scene is: “ What do I want to capture so that we as a class can return to it later for more careful examination and analysis? ” (Ritchhart & Church, 2020, p. 28).

• Thinking routines : Thinking routines can be shared with students and used as a structure to aid thinking, ultimately becoming a pattern of behavior.

Ritchhart and Church (2020) list eight thinking moves that are valuable for building understanding:

• Observing closely and describing what is there
• Building explanations and interpretations
• Reasoning with evidence
• Making connections
• Considering different viewpoints and perspectives
• Capturing the heart and forming conclusions
• Wondering and asking questions
• Uncovering complexity and going below the surface of things

The teacher’s skill is in recognizing the type of thinking that will help the student engage with particular content.

The aim then is to avoid the following three teaching mistakes (Ritchhart & Church, 2020):

• Focusing on correctness rather than thinking
• Seeing the task as work rather than a chance to explore
• Weak content that doesn’t provide an opportunity for thinking

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“Productive inquiry depends on good questions” (Ritchhart & Church, 2020, p. 98).

Many approaches can stimulate reflection within learners, and often they begin with students asking themselves about their understanding.

The following approaches can be helpful (Ritchhart & Church, 2020).

Main–side–hidden

A valuable approach for examining a document, article, story, or video is to reflect on its content and identify and explain the following:

• What is the main (or central) story being told?
• What are the side stories? There could be other issues or interesting events engaging the side characters.
• What is the hidden story? Perhaps there is a narrative happening beneath the surface.

This exercise is a practical way to engage more deeply with the story and can be completed in a group environment or as a piece of homework.

Beauty and truth

When a story has been read or listened to, the student can gain further insights by reflecting upon the events and points covered, especially when the subject is complex.

Ask the following questions:

• Where can the beauty within the story be found? What is appealing or beautiful?
• Where can the truth be found in the story? What are the realities of the situation?
• How might beauty reveal the truth? How and where does beauty bring something to light?
• How might beauty conceal the truth? Where does beauty obscure truth?

Remember, reflection is not about right and wrong answers, but rather the exploration of ideas and thinking.

Often in lectures, students spend the entire time writing furiously without the capacity to think about what is being presented or engage with the material.

Instead, consider the following questions in advance of the lecture or presentation. Reflect on them during the knowledge sharing and answer each one as fully as possible.

• What was the most important point?
• What did you find most challenging, inspiring, difficult to understand?
• What question would you most like to discuss?
• What is something you found interesting?

Try out some of the following fun activities to cultivate reflection (Ritchhart & Church, 2020; Peters, 2018):

1. Start a hobby

Learning can occur in many forms and situations. Starting a new pastime such as playing tennis, learning to paint, riding a horse, or listening to new types of music can provide a fun opportunity to reflect on what and how you are thinking and learning.

2. Look after a pet

Taking care of your own or someone else’s pet requires learning about the animal’s needs and how to meet them. Think of the different ways you have learned about the animal, such as talking to the owner, reading a book, or watching a program on TV. What do you know, and what do you not yet understand? How could you find out more information?

3. Three things

Learning new things can be fearsome. You may worry that you can’t do something even before you try. Make a list of three things you would say to a friend who was feeling that way. Reflect on how these points apply to you and what you could do to help yourself.

4. Practice reflection in groups

Reflection is a skill, and like any other, it can be learned. Watch a short comedy movie or cartoon – the sillier the better. Give each person a pad of sticky notes and as fast as possible, write down any thoughts, questions, and feelings about what you have watched.

Stick each note on a wall or board and find as many ways as possible to group them.

Metacognition and reflection, in particular, are incredibly important to the act of learning (Fleming, 2021b).

The following 10 questions can be used with adolescents or adult learners after reading, learning, or listening to a topic or story to stimulate learning (modified from Ritchhart & Church, 2020):

• What do you think the author or speaker meant by… ?
• Can you think of another example of… ?
• What is the author/speaker assuming when they say… ?
• What are the evidence and reasons behind… ?
• Can you think of an alternative point of view on… ?
• What is the effect likely to be of (doing/thinking)… ?
• What’s the takeaway lesson?
• What core idea is the author/speaker expressing?
• How could things be different if … happened?
• What are the strengths and the weaknesses of… ?

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Looking for more tools to help encourage reflection amongst your clients? Check out some of the following resources throughout our blog.

• WDEP Questions worksheet This worksheet presents a list of questions about what a person wants and actions to pursue it, helping clients arrive at a plan for what to do next.
• Things I Love This exercise invites a group of participants to share and discuss the things they love, encouraging self-reflection while nurturing group cohesiveness.
• Self-Esteem Journal For Adults This worksheet presents a series of journaling prompts that inspire reflection on one’s best attributes and positive aspects of life.
• 87 Self-Reflection Questions for Introspection [+Exercises] For even more questions to encourage a greater depth of introspection, check out our dedicated article featuring 87 self-reflection questions.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

Metacognition is thinking about our thinking ; reflection, in particular, is crucial to successful lifelong learning. Most importantly, it helps us recognize what we know and what we don’t and guides us toward the right things to learn next (Fleming, 2021b).

Not only that, reflecting on what we believe others know versus what we think they should know provides essential feedback for the gaps in our own learning.

Understanding and reflecting facilitate teaching and learning and can create self-aware students and, indeed, teachers (Fleming, 2021b).

Questioning ourselves and others, listening well, and capturing thinking are the constituents of reflection and can be practiced. Ultimately, as we become better at recognizing our learning processes, we become more adept at acquiring new skills and knowledge and ready ourselves for lifelong engagement in education and self-development.

Try out some of the techniques, questions, and exercises on yourself or those you are educating, and observe the benefits of a more reflective, self-aware mindset on your ability to share and embed new concepts and approaches.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Fleming, S. (2021a, May 5). How to boost your self-awareness and make better decisions. New Scientist. Retrieved May 17, 2021, from https://www.newscientist.com/article/mg25033332-300-how-to-boost-your-self-awareness-and-make-better-decisions/
• Fleming, S. M. (2021b). Know thyself: The science of self-awareness . Basic Books.
• Peters, S. (2018). My hidden chimp: Helping children to understand and manage their emotions, thinking and behaviour with ten helpful habits . Studio Press.
• Ritchhart, R., & Church, M. (2020). The power of making thinking visible: Practices to engage and empower all learners . Jossey-Bass.
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness . Guilford Press.

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Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or biases, and which describes how this process stimulated new or creative understanding about the content of the course.

A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs. In some cases, your professor may include a reflective writing assignment as a way to obtain student feedback that helps improve the course, either in the moment or for when the class is taught again.

How to Write a Reflection Paper . Academic Skills, Trent University; Writing a Reflection Paper . Writing Center, Lewis University; Critical Reflection . Writing and Communication Centre, University of Waterloo; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8.

Benefits of Reflective Writing Assignments

As the term implies, a reflective paper involves looking inward at oneself in contemplating and bringing meaning to the relationship between course content and the acquisition of new knowledge . Educational research [Bolton, 2010; Ryan, 2011; Tsingos-Lucas et al., 2017] demonstrates that assigning reflective writing tasks enhances learning because it challenges students to confront their own assumptions, biases, and belief systems around what is being taught in class and, in so doing, stimulate student’s decisions, actions, attitudes, and understanding about themselves as learners and in relation to having mastery over their learning. Reflection assignments are also an opportunity to write in a first person narrative about elements of the course, such as the required readings, separate from the exegetic and analytical prose of academic research papers.

Reflection writing often serves multiple purposes simultaneously. In no particular order, here are some of reasons why professors assign reflection papers:

• Enhances learning from previous knowledge and experience in order to improve future decision-making and reasoning in practice . Reflective writing in the applied social sciences enhances decision-making skills and academic performance in ways that can inform professional practice. The act of reflective writing creates self-awareness and understanding of others. This is particularly important in clinical and service-oriented professional settings.
• Allows students to make sense of classroom content and overall learning experiences in relation to oneself, others, and the conditions that shaped the content and classroom experiences . Reflective writing places you within the course content in ways that can deepen your understanding of the material. Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments when you do not like or agree with discussions, readings, or other aspects of the course.
• Increases awareness of one’s cognitive abilities and the evidence for these attributes . Reflective writing can break down personal doubts about yourself as a learner and highlight specific abilities that may have been hidden or suppressed due to prior assumptions about the strength of your academic abilities [e.g., reading comprehension; problem-solving skills]. Reflective writing, therefore, can have a positive affective [i.e., emotional] impact on your sense of self-worth.
• Applying theoretical knowledge and frameworks to real experiences . Reflective writing can help build a bridge of relevancy between theoretical knowledge and the real world. In so doing, this form of writing can lead to a better understanding of underlying theories and their analytical properties applied to professional practice.
• Reveals shortcomings that the reader will identify . Evidence suggests that reflective writing can uncover your own shortcomings as a learner, thereby, creating opportunities to anticipate the responses of your professor may have about the quality of your coursework. This can be particularly productive if the reflective paper is written before final submission of an assignment.
• Helps students identify their tacit [a.k.a., implicit] knowledge and possible gaps in that knowledge . Tacit knowledge refers to ways of knowing rooted in lived experience, insight, and intuition rather than formal, codified, categorical, or explicit knowledge. In so doing, reflective writing can stimulate students to question their beliefs about a research problem or an element of the course content beyond positivist modes of understanding and representation.
• Encourages students to actively monitor their learning processes over a period of time . On-going reflective writing in journals or blogs, for example, can help you maintain or adapt learning strategies in other contexts. The regular, purposeful act of reflection can facilitate continuous deep thinking about the course content as it evolves and changes throughout the term. This, in turn, can increase your overall confidence as a learner.
• Relates a student’s personal experience to a wider perspective . Reflection papers can help you see the big picture associated with the content of a course by forcing you to think about the connections between scholarly content and your lived experiences outside of school. It can provide a macro-level understanding of one’s own experiences in relation to the specifics of what is being taught.
• If reflective writing is shared, students can exchange stories about their learning experiences, thereby, creating an opportunity to reevaluate their original assumptions or perspectives . In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback from students. However, occasionally, reflective writing is shared and openly discussed in class. During these discussions, new or different perspectives and alternative approaches to solving problems can be generated that would otherwise be hidden. Sharing student's reflections can also reveal collective patterns of thought and emotions about a particular element of the course.

Bolton, Gillie. Reflective Practice: Writing and Professional Development . London: Sage, 2010; Chang, Bo. "Reflection in Learning." Online Learning 23 (2019), 95-110; Cavilla, Derek. "The Effects of Student Reflection on Academic Performance and Motivation." Sage Open 7 (July-September 2017): 1–13; Culbert, Patrick. “Better Teaching? You Can Write On It “ Liberal Education (February 2022); McCabe, Gavin and Tobias Thejll-Madsen. The Reflection Toolkit . University of Edinburgh; The Purpose of Reflection . Introductory Composition at Purdue University; Practice-based and Reflective Learning . Study Advice Study Guides, University of Reading; Ryan, Mary. "Improving Reflective Writing in Higher Education: A Social Semiotic Perspective." Teaching in Higher Education 16 (2011): 99-111; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8; What Benefits Might Reflective Writing Have for My Students? Writing Across the Curriculum Clearinghouse; Rykkje, Linda. "The Tacit Care Knowledge in Reflective Writing: A Practical Wisdom." International Practice Development Journal 7 (September 2017): Article 5; Using Reflective Writing to Deepen Student Learning . Center for Writing, University of Minnesota.

How to Approach Writing a Reflection Paper

Thinking About Reflective Thinking

Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered. A model can also represent the overall structure of a reflective paper. Each model establishes a different approach to reflection and will require you to think about your writing differently. If you are unclear how to fit your writing within a particular reflective model, seek clarification from your professor. There are generally two types of reflective writing assignments, each approached in slightly different ways.

1.  Reflective Thinking about Course Readings

This type of reflective writing focuses on thoughtfully thinking about the course readings that underpin how most students acquire new knowledge and understanding about the subject of a course. Reflecting on course readings is often assigned in freshmen-level, interdisciplinary courses where the required readings examine topics viewed from multiple perspectives and, as such, provide different ways of analyzing a topic, issue, event, or phenomenon. The purpose of reflective thinking about course readings in the social and behavioral sciences is to elicit your opinions, beliefs, and feelings about the research and its significance. This type of writing can provide an opportunity to break down key assumptions you may have and, in so doing, reveal potential biases in how you interpret the scholarship.

If you are assigned to reflect on course readings, consider the following methods of analysis as prompts that can help you get started :

• Examine carefully the main introductory elements of the reading, including the purpose of the study, the theoretical framework being used to test assumptions, and the research questions being addressed. Think about what ideas stood out to you. Why did they? Were these ideas new to you or familiar in some way based on your own lived experiences or prior knowledge?
• Develop your ideas around the readings by asking yourself, what do I know about this topic? Where does my existing knowledge about this topic come from? What are the observations or experiences in my life that influence my understanding of the topic? Do I agree or disagree with the main arguments, recommended course of actions, or conclusions made by the author(s)? Why do I feel this way and what is the basis of these feelings?
• Make connections between the text and your own beliefs, opinions, or feelings by considering questions like, how do the readings reinforce my existing ideas or assumptions? How the readings challenge these ideas or assumptions? How does this text help me to better understand this topic or research in ways that motivate me to learn more about this area of study?

2.  Reflective Thinking about Course Experiences

This type of reflective writing asks you to critically reflect on locating yourself at the conceptual intersection of theory and practice. The purpose of experiential reflection is to evaluate theories or disciplinary-based analytical models based on your introspective assessment of the relationship between hypothetical thinking and practical reality; it offers a way to consider how your own knowledge and skills fit within professional practice. This type of writing also provides an opportunity to evaluate your decisions and actions, as well as how you managed your subsequent successes and failures, within a specific theoretical framework. As a result, abstract concepts can crystallize and become more relevant to you when considered within your own experiences. This can help you formulate plans for self-improvement as you learn.

If you are assigned to reflect on your experiences, consider the following questions as prompts to help you get started :

• Contextualize your reflection in relation to the overarching purpose of the course by asking yourself, what did you hope to learn from this course? What were the learning objectives for the course and how did I fit within each of them? How did these goals relate to the main themes or concepts of the course?
• Analyze how you experienced the course by asking yourself, what did I learn from this experience? What did I learn about myself? About working in this area of research and study? About how the course relates to my place in society? What assumptions about the course were supported or refuted?
• Think introspectively about the ways you experienced learning during the course by asking yourself, did your learning experiences align with the goals or concepts of the course? Why or why do you not feel this way? What was successful and why do you believe this? What would you do differently and why is this important? How will you prepare for a future experience in this area of study?

NOTE: If you are assigned to write a journal or other type of on-going reflection exercise, a helpful approach is to reflect on your reflections by re-reading what you have already written. In other words, review your previous entries as a way to contextualize your feelings, opinions, or beliefs regarding your overall learning experiences. Over time, this can also help reveal hidden patterns or themes related to how you processed your learning experiences. Consider concluding your reflective journal with a summary of how you felt about your learning experiences at critical junctures throughout the course, then use these to write about how you grew as a student learner and how the act of reflecting helped you gain new understanding about the subject of the course and its content.

ANOTHER NOTE: Regardless of whether you write a reflection paper or a journal, do not focus your writing on the past. The act of reflection is intended to think introspectively about previous learning experiences. However, reflective thinking should document the ways in which you progressed in obtaining new insights and understandings about your growth as a learner that can be carried forward in subsequent coursework or in future professional practice. Your writing should reflect a furtherance of increasing personal autonomy and confidence gained from understanding more about yourself as a learner.

Structure and Writing Style

There are no strict academic rules for writing a reflective paper. Reflective writing may be assigned in any class taught in the social and behavioral sciences and, therefore, requirements for the assignment can vary depending on disciplinary-based models of inquiry and learning. The organization of content can also depend on what your professor wants you to write about or based on the type of reflective model used to frame the writing assignment. Despite these possible variations, below is a basic approach to organizing and writing a good reflective paper, followed by a list of problems to avoid.

Pre-flection

In most cases, it's helpful to begin by thinking about your learning experiences and outline what you want to focus on before you begin to write the paper. This can help you organize your thoughts around what was most important to you and what experiences [good or bad] had the most impact on your learning. As described by the University of Waterloo Writing and Communication Centre, preparing to write a reflective paper involves a process of self-analysis that can help organize your thoughts around significant moments of in-class knowledge discovery.

• Using a thesis statement as a guide, note what experiences or course content stood out to you , then place these within the context of your observations, reactions, feelings, and opinions. This will help you develop a rough outline of key moments during the course that reflect your growth as a learner. To identify these moments, pose these questions to yourself: What happened? What was my reaction? What were my expectations and how were they different from what transpired? What did I learn?
• Critically think about your learning experiences and the course content . This will help you develop a deeper, more nuanced understanding about why these moments were significant or relevant to you. Use the ideas you formulated during the first stage of reflecting to help you think through these moments from both an academic and personal perspective. From an academic perspective, contemplate how the experience enhanced your understanding of a concept, theory, or skill. Ask yourself, did the experience confirm my previous understanding or challenge it in some way. As a result, did this highlight strengths or gaps in your current knowledge? From a personal perspective, think introspectively about why these experiences mattered, if previous expectations or assumptions were confirmed or refuted, and if this surprised, confused, or unnerved you in some way.
• Analyze how these experiences and your reactions to them will shape your future thinking and behavior . Reflection implies looking back, but the most important act of reflective writing is considering how beliefs, assumptions, opinions, and feelings were transformed in ways that better prepare you as a learner in the future. Note how this reflective analysis can lead to actions you will take as a result of your experiences, what you will do differently, and how you will apply what you learned in other courses or in professional practice.

Basic Structure and Writing Style

Reflective Background and Context

The first part of your reflection paper should briefly provide background and context in relation to the content or experiences that stood out to you. Highlight the settings, summarize the key readings, or narrate the experiences in relation to the course objectives. Provide background that sets the stage for your reflection. You do not need to go into great detail, but you should provide enough information for the reader to understand what sources of learning you are writing about [e.g., course readings, field experience, guest lecture, class discussions] and why they were important. This section should end with an explanatory thesis statement that expresses the central ideas of your paper and what you want the readers to know, believe, or understand after they finish reading your paper.

Reflective Interpretation

Drawing from your reflective analysis, this is where you can be personal, critical, and creative in expressing how you felt about the course content and learning experiences and how they influenced or altered your feelings, beliefs, assumptions, or biases about the subject of the course. This section is also where you explore the meaning of these experiences in the context of the course and how you gained an awareness of the connections between these moments and your own prior knowledge.

Guided by your thesis statement, a helpful approach is to interpret your learning throughout the course with a series of specific examples drawn from the course content and your learning experiences. These examples should be arranged in sequential order that illustrate your growth as a learner. Reflecting on each example can be done by: 1)  introducing a theme or moment that was meaningful to you, 2) describing your previous position about the learning moment and what you thought about it, 3) explaining how your perspective was challenged and/or changed and why, and 4) introspectively stating your current or new feelings, opinions, or beliefs about that experience in class.

It is important to include specific examples drawn from the course and placed within the context of your assumptions, thoughts, opinions, and feelings. A reflective narrative without specific examples does not provide an effective way for the reader to understand the relationship between the course content and how you grew as a learner.

Reflective Conclusions

The conclusion of your reflective paper should provide a summary of your thoughts, feelings, or opinions regarding what you learned about yourself as a result of taking the course. Here are several ways you can frame your conclusions based on the examples you interpreted and reflected on what they meant to you. Each example would need to be tied to the basic theme [thesis statement] of your reflective background section.

• Your reflective conclusions can be described in relation to any expectations you had before taking the class [e.g., “I expected the readings to not be relevant to my own experiences growing up in a rural community, but the research actually helped me see that the challenges of developing my identity as a child of immigrants was not that unusual...”].
• Your reflective conclusions can explain how what you learned about yourself will change your actions in the future [e.g., “During a discussion in class about the challenges of helping homeless people, I realized that many of these people hate living on the street but lack the ability to see a way out. This made me realize that I wanted to take more classes in psychology...”].
• Your reflective conclusions can describe major insights you experienced a critical junctures during the course and how these moments enhanced how you see yourself as a student learner [e.g., "The guest speaker from the Head Start program made me realize why I wanted to pursue a career in elementary education..."].
• Your reflective conclusions can reconfigure or reframe how you will approach professional practice and your understanding of your future career aspirations [e.g.,, "The course changed my perceptions about seeking a career in business finance because it made me realize I want to be more engaged in customer service..."]
• Your reflective conclusions can explore any learning you derived from the act of reflecting itself [e.g., “Reflecting on the course readings that described how minority students perceive campus activities helped me identify my own biases about the benefits of those activities in acclimating to campus life...”].

NOTE: The length of a reflective paper in the social sciences is usually less than a traditional research paper. However, don’t assume that writing a reflective paper is easier than writing a research paper. A well-conceived critical reflection paper often requires as much time and effort as a research paper because you must purposeful engage in thinking about your learning in ways that you may not be comfortable with or used to. This is particular true while preparing to write because reflective papers are not as structured as a traditional research paper and, therefore, you have to think deliberately about how you want to organize the paper and what elements of the course you want to reflect upon.

ANOTHER NOTE: Do not limit yourself to using only text in reflecting on your learning. If you believe it would be helpful, consider using creative modes of thought or expression such as, illustrations, photographs, or material objects that reflects an experience related to the subject of the course that was important to you [e.g., like a ticket stub to a renowned speaker on campus]. Whatever non-textual element you include, be sure to describe the object's relevance to your personal relationship to the course content.

Problems to Avoid

A reflective paper is not a “mind dump” . Reflective papers document your personal and emotional experiences and, therefore, they do not conform to rigid structures, or schema, to organize information. However, the paper should not be a disjointed, stream-of-consciousness narrative. Reflective papers are still academic pieces of writing that require organized thought, that use academic language and tone , and that apply intellectually-driven critical thinking to the course content and your learning experiences and their significance.

A reflective paper is not a research paper . If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship with the learning objectives of the course. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions.

A reflection paper is not a book review . Descriptions of the course readings using your own words is not a reflective paper. Reflective writing should focus on how you understood the implications of and were challenged by the course in relation to your own lived experiences or personal assumptions, combined with explanations of how you grew as a student learner based on this internal dialogue. Remember that you are the central object of the paper, not the research materials.

A reflective paper is not an all-inclusive meditation. Do not try to cover everything. The scope of your paper should be well-defined and limited to your specific opinions, feelings, and beliefs about what you determine to be the most significant content of the course and in relation to the learning that took place. Reflections should be detailed enough to covey what you think is important, but your thoughts should be expressed concisely and coherently [as is true for any academic writing assignment].

Critical Reflection . Writing and Communication Centre, University of Waterloo; Critical Reflection: Journals, Opinions, & Reactions . University Writing Center, Texas A&M University; Connor-Greene, Patricia A. “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning.” Teaching of Psychology 27 (2000): 44-46; Good vs. Bad Reflection Papers , Franklin University; Dyment, Janet E. and Timothy S. O’Connell. "The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors." Innovative Higher Education 35 (2010): 233-244: How to Write a Reflection Paper . Academic Skills, Trent University; Amelia TaraJane House. Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas; Ramlal, Alana, and Désirée S. Augustin. “Engaging Students in Reflective Writing: An Action Research Project.” Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper . Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. “Pedagogy of Reflective Writing in Professional Education.” Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection . Writing and Communication Centre, University of Waterloo; How Do I Write Reflectively? Academic Skills Toolkit, University of New South Wales Sydney; Reflective Writing . Skills@Library. University of Leeds; Walling, Anne, Johanna Shapiro, and Terry Ast. “What Makes a Good Reflective Paper?” Family Medicine 45 (2013): 7-12; Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing . 2nd edition. London: Red Globe Press, 2020; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. “Developing College Students’ Critical Thinking through Reflective Writing.” Higher Education Research and Development (2022): 1-16.

Writing Tip

Focus on Reflecting, Not on Describing

Minimal time and effort should be spent describing the course content you are asked to reflect upon. The purpose of a reflection assignment is to introspectively contemplate your reactions to and feeling about an element of the course. D eflecting the focus away from your own feelings by concentrating on describing the course content can happen particularly if "talking about yourself" [i.e., reflecting] makes you uncomfortable or it is intimidating. However, the intent of reflective writing is to overcome these inhibitions so as to maximize the benefits of introspectively assessing your learning experiences. Keep in mind that, if it is relevant, your feelings of discomfort could be a part of how you critically reflect on any challenges you had during the course [e.g., you realize this discomfort inhibited your willingness to ask questions during class, it fed into your propensity to procrastinate, or it made it difficult participating in groups].

Writing a Reflection Paper . Writing Center, Lewis University; Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas.

Another Writing Tip

Helpful Videos about Reflective Writing

These two short videos succinctly describe how to approach a reflective writing assignment. They are produced by the Academic Skills department at the University of Melbourne and the Skills Team of the University of Hull, respectively.

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Post-Exam Reflection Questions

A few days ago, I asked 6 top performing students one simple question:

“ Which reflection questions do you ask yourself after an exam?”

What I ended up walking away with was a notepad full of notes and 8 profound questions everyone (from high-school students to Ph.D. students should ask themselves after having taken an exam.)

Post-Exam Reflection Questions Top Performing Students ask themselves

🔬 question #1: focus on the right topics to study.

What topics did the teacher emphasize on? Did he ask questions on the topics he said he would?

🤢 Question #2: Unexpected questions that came up

What unexpected things/topics/questions came up? How can I anticipate this in the future?

🗻 Question #3: Laying the foundation to start next time

What are the first 3 steps I will take next time (when studying for a similar subject or a subject with the same teacher)?

🥰 Question #4: What I did well is as important as what didn't

What did I do well in preparing for the exam? What will I continue doing?

📊 Question #5: The Pareto Principle: Minimum investment with the maximum outcome.

What has been the 20% investment that yielded 80% of the result? What can I eliminate next time?

📚 Question #6: Material to bring to the exam.

Could my preparation for writing the exam have been improved? E.g., print out a summary, bring more pencils, and have a better internet connection.

🧠 Question #7: Mindset and how to give answers to questions.

Should I focus more on answering questions by feeling next time? Or write more memorized answers? Keep my answers shorter?

🚩 Question #8: Look at how the teacher grades and gives points.

How did the teacher evaluate me? What did she pay special attention to?

The next time you take a test with the same teacher or for a similar subject, you already know what to focus on. This saves a lot of energy and time.

Look at the studying section for more powerful questions when studying for an exam.

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45 Awesome Must-Use Questions to Encourage Student Reflection and Growth

Reflection questions for before, during, and after a project or lesson.

Teaching our students the importance of reflecting upon their knowledge, work, effort, and learning is super important, but it’s not always that easy. 

Reflection questions allow students to think about their thinking.

This kind of questioning allows students to better understand how they are working or learning so they can make changes and adjustments from there. Reflection takes time, and often students think that once their work is complete, they should be finished. Often, the younger the student, the more difficult it can be to get them to reflect on what they’ve done. 

Here are a few of our favorite reflection questions to use in your instruction. Adjust or edit these questions to meet your students’ needs. 

Before students begin their work: 

• What do I know about this topic or subject?
• What would I like to learn about this topic or subject?
• Where will I find the information I need for this assignment? 
• What kinds of research do I need to do?
• Do I fully understand the question or prompt? 
• How can I break down the assignment into smaller parts? 
• Did I give myself ample time to really think about this assignment and brainstorm possible solutions? 
• Who can help me get what I need to complete this work? 
• What tools or supplies should I use for this assignment?
• How will I be assessed for this project? 
• Do I understand all parts of the rubric or scoring guide?
• What are my goals for this assignment? 
• What do I need to do in order to meet those goals?
• How will this assignment be turned in to my teacher? 
• Do I know the due date for this project, and am I able to meet it? 

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While students are working:

• What have I learned so far?
• What else do I need to know in order to finish this task? 
• Can I make a few predictions about what will happen next?
• How well am I using my time?
• Am I answering all parts of the questions completely? 
• Which parts of this assignment are easy for me?
• Which parts of this assignment are challenging for me?
• Does my work reflect my effort thus far? 
• Am I putting forth my best effort in my work?
• Are the sources I am using reliable?
• Am I citing my sources properly?
• How close am I to achieving my original goals with this assignment?
• Are the goals I set before I began this assignment still reasonable? Do I need to readjust them?
• If possible, can I ask my teacher or a classmate for feedback on my current progress on this assignment?
• Am I learning interesting information as I work on this project? 

After students finish their work or assignment:

• What new information have I learned from this assignment? 
• What surprised me about what I learned?
• How quickly was I able to finish this work?
• Where were my roadblocks? 
• How did I move through roadblocks or challenges?
• Is my work adapted for the correct, appropriate audience?
• How closely did I follow the parameters of the assignment?
• Using the grade rubric, how would I score my own work?
• What would the teacher say about my work? 
• If given the opportunity, one thing I would change about this assignment is …
• How does my work compare to what my classmates did on this assignment? 
• Does my work truly reflect my effort?
• Have I achieved the goal I set for myself with this assignment? 
• What would I do differently next time, if given the chance?
• Am I proud of my work? 

Do you want a short one-page printable of all of these questions to guide your instruction? 

Grab the printable version here.

What other questions would you add to this list? Come and share in our  WeAreTeachers Chat group on Facebook.

Plus, check out our big list of critical thinking questions and growth mindset posters.

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Guide on How to Write a Reflection Paper with Free Tips and Example

A reflection paper is a very common type of paper among college students. Almost any subject you enroll in requires you to express your opinion on certain matters. In this article, we will explain how to write a reflection paper and provide examples and useful tips to make the essay writing process easier.

Reflection papers should have an academic tone yet be personal and subjective. In this paper, you should analyze and reflect upon how an experience, academic task, article, or lecture shaped your perception and thoughts on a subject.

Here is what you need to know about writing an effective critical reflection paper. Stick around until the end of our guide to get some useful writing tips from the writing team at EssayPro — a research paper writing service

What Is a Reflection Paper

A reflection paper is a type of paper that requires you to write your opinion on a topic, supporting it with your observations and personal experiences. As opposed to presenting your reader with the views of other academics and writers, in this essay, you get an opportunity to write your point of view—and the best part is that there is no wrong answer. It is YOUR opinion, and it is your job to express your thoughts in a manner that will be understandable and clear for all readers that will read your paper. The topic range is endless. Here are some examples: whether or not you think aliens exist, your favorite TV show, or your opinion on the outcome of WWII. You can write about pretty much anything.

There are three types of reflection paper; depending on which one you end up with, the tone you write with can be slightly different. The first type is the educational reflective paper. Here your job is to write feedback about a book, movie, or seminar you attended—in a manner that teaches the reader about it. The second is the professional paper. Usually, it is written by people who study or work in education or psychology. For example, it can be a reflection of someone’s behavior. And the last is the personal type, which explores your thoughts and feelings about an individual subject.

However, reflection paper writing will stop eventually with one very important final paper to write - your resume. This is where you will need to reflect on your entire life leading up to that moment. To learn how to list education on resume perfectly, follow the link on our dissertation writing services .

Unlock the potential of your thoughts with EssayPro . Order a reflection paper and explore a range of other academic services tailored to your needs. Dive deep into your experiences, analyze them with expert guidance, and turn your insights into an impactful reflection paper.

Free Reflection Paper Example

Now that we went over all of the essentials about a reflection paper and how to approach it, we would like to show you some examples that will definitely help you with getting started on your paper.

Reflection Paper Format

Reflection papers typically do not follow any specific format. Since it is your opinion, professors usually let you handle them in any comfortable way. It is best to write your thoughts freely, without guideline constraints. If a personal reflection paper was assigned to you, the format of your paper might depend on the criteria set by your professor. College reflection papers (also known as reflection essays) can typically range from about 400-800 words in length.

Here’s how we can suggest you format your reflection paper:

How to Start a Reflection Paper

The first thing to do when beginning to work on a reflection essay is to read your article thoroughly while taking notes. Whether you are reflecting on, for example, an activity, book/newspaper, or academic essay, you want to highlight key ideas and concepts.

You can start writing your reflection paper by summarizing the main concept of your notes to see if your essay includes all the information needed for your readers. It is helpful to add charts, diagrams, and lists to deliver your ideas to the audience in a better fashion.

After you have finished reading your article, it’s time to brainstorm. We’ve got a simple brainstorming technique for writing reflection papers. Just answer some of the basic questions below:

• How did the article affect you?
• How does this article catch the reader’s attention (or does it all)?
• Has the article changed your mind about something? If so, explain how.
• Has the article left you with any questions?
• Were there any unaddressed critical issues that didn’t appear in the article?
• Does the article relate to anything from your past reading experiences?
• Does the article agree with any of your past reading experiences?

Here are some reflection paper topic examples for you to keep in mind before preparing to write your own:

• How my views on rap music have changed over time
• My reflection and interpretation of Moby Dick by Herman Melville
• Why my theory about the size of the universe has changed over time
• How my observations for clinical psychological studies have developed in the last year

The result of your brainstorming should be a written outline of the contents of your future paper. Do not skip this step, as it will ensure that your essay will have a proper flow and appropriate organization.

Another good way to organize your ideas is to write them down in a 3-column chart or table.

Do you want your task look awesome?

If you would like your reflection paper to look professional, feel free to check out one of our articles on how to format MLA, APA or Chicago style

Writing a Reflection Paper Outline

Reflection paper should contain few key elements:

Introduction

Your introduction should specify what you’re reflecting upon. Make sure that your thesis informs your reader about your general position, or opinion, toward your subject.

• State what you are analyzing: a passage, a lecture, an academic article, an experience, etc...)
• Briefly summarize the work.
• Write a thesis statement stating how your subject has affected you.

One way you can start your thesis is to write:

Example: “After reading/experiencing (your chosen topic), I gained the knowledge of…”

Body Paragraphs

The body paragraphs should examine your ideas and experiences in context to your topic. Make sure each new body paragraph starts with a topic sentence.

Your reflection may include quotes and passages if you are writing about a book or an academic paper. They give your reader a point of reference to fully understand your feedback. Feel free to describe what you saw, what you heard, and how you felt.

Example: “I saw many people participating in our weight experiment. The atmosphere felt nervous yet inspiring. I was amazed by the excitement of the event.”

As with any conclusion, you should summarize what you’ve learned from the experience. Next, tell the reader how your newfound knowledge has affected your understanding of the subject in general. Finally, describe the feeling and overall lesson you had from the reading or experience.

There are a few good ways to conclude a reflection paper:

• Tie all the ideas from your body paragraphs together, and generalize the major insights you’ve experienced.
• Restate your thesis and summarize the content of your paper.

We have a separate blog post dedicated to writing a great conclusion. Be sure to check it out for an in-depth look at how to make a good final impression on your reader.

Need a hand? Get help from our writers. Edit, proofread or buy essay .

How to Write a Reflection Paper: Step-by-Step Guide

Step 1: create a main theme.

After you choose your topic, write a short summary about what you have learned about your experience with that topic. Then, let readers know how you feel about your case — and be honest. Chances are that your readers will likely be able to relate to your opinion or at least the way you form your perspective, which will help them better understand your reflection.

For example: After watching a TEDx episode on Wim Hof, I was able to reevaluate my preconceived notions about the negative effects of cold exposure.

Step 2: Brainstorm Ideas and Experiences You’ve Had Related to Your Topic

You can write down specific quotes, predispositions you have, things that influenced you, or anything memorable. Be personal and explain, in simple words, how you felt.

For example: • A lot of people think that even a small amount of carbohydrates will make people gain weight • A specific moment when I struggled with an excess weight where I avoided carbohydrates entirely • The consequences of my actions that gave rise to my research • The evidence and studies of nutritional science that claim carbohydrates alone are to blame for making people obese • My new experience with having a healthy diet with a well-balanced intake of nutrients • The influence of other people’s perceptions on the harm of carbohydrates, and the role their influence has had on me • New ideas I’ve created as a result of my shift in perspective

Step 3: Analyze How and Why These Ideas and Experiences Have Affected Your Interpretation of Your Theme

Pick an idea or experience you had from the last step, and analyze it further. Then, write your reasoning for agreeing or disagreeing with it.

For example, Idea: I was raised to think that carbohydrates make people gain weight.

Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of research to overcome my beliefs finally. Afterward, I adopted the philosophy of “everything in moderation” as a key to a healthy lifestyle.

For example: Idea: I was brought up to think that carbohydrates make people gain weight. Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of my own research to finally overcome my beliefs. After, I adopted the philosophy of “everything in moderation” as a key for having a healthy lifestyle.

Step 4: Make Connections Between Your Observations, Experiences, and Opinions

Try to connect your ideas and insights to form a cohesive picture for your theme. You can also try to recognize and break down your assumptions, which you may challenge in the future.

There are some subjects for reflection papers that are most commonly written about. They include:

• Book – Start by writing some information about the author’s biography and summarize the plot—without revealing the ending to keep your readers interested. Make sure to include the names of the characters, the main themes, and any issues mentioned in the book. Finally, express your thoughts and reflect on the book itself.
• Course – Including the course name and description is a good place to start. Then, you can write about the course flow, explain why you took this course, and tell readers what you learned from it. Since it is a reflection paper, express your opinion, supporting it with examples from the course.
• Project – The structure for a reflection paper about a project has identical guidelines to that of a course. One of the things you might want to add would be the pros and cons of the course. Also, mention some changes you might want to see, and evaluate how relevant the skills you acquired are to real life.
• Interview – First, introduce the person and briefly mention the discussion. Touch on the main points, controversies, and your opinion of that person.

Writing Tips

Everyone has their style of writing a reflective essay – and that's the beauty of it; you have plenty of leeway with this type of paper – but there are still a few tips everyone should incorporate.

Before you start your piece, read some examples of other papers; they will likely help you better understand what they are and how to approach yours. When picking your subject, try to write about something unusual and memorable — it is more likely to capture your readers' attention. Never write the whole essay at once. Space out the time slots when you work on your reflection paper to at least a day apart. This will allow your brain to generate new thoughts and reflections.

• Short and Sweet – Most reflection papers are between 250 and 750 words. Don't go off on tangents. Only include relevant information.
• Clear and Concise – Make your paper as clear and concise as possible. Use a strong thesis statement so your essay can follow it with the same strength.
• Maintain the Right Tone – Use a professional and academic tone—even though the writing is personal.
• Cite Your Sources – Try to cite authoritative sources and experts to back up your personal opinions.
• Proofreading – Not only should you proofread for spelling and grammatical errors, but you should proofread to focus on your organization as well. Answer the question presented in the introduction.

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Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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9 Important Student Reflection Questions for the End of the Year

It’s the end of the school year, and you’re tired. Not to worry! This post will save you time. Use these student reflection questions to spark critical thinking about learning and growth. 

As we near the end of the school year, we face a tough paradox. Teachers and students, in general, are done. In the extended wake of a global pandemic, our resilience has been challenged. Distance learning, hybrid learning, remote learning, in person learning – we’ve done it all in the past few years. Surely, the roller coaster we’ve experienced and our attempt to “return to normal” provides us with some critical reflection opportunities.

WHY REFLECTION QUESTIONS?

If we’re only using our own experiences to reflect, we’re missing out on hearing students’ voices. What has their experience been like? We can’t just assume to know.

While we don’t always want to ask for feedback — it can be scary to put ourselves in that place of vulnerability — it’s important that we do. Students often provide some of the most insightful observation we need to grow as educators.

But, the type of feedback we receive depends on the questions we ask. In this post, you’ll find some important student reflection questions for learning.

In teacher circles, I’ve noticed some common topics of conversation. These conversations helped me to generate a list of questions I’m recommending we ask students. And, I hope by sharing this list here, it will help other teachers create targeted questions to get valuable feedback from students. After all, if we come out of this year with new ideas for improving teaching and learning, that’s a win.

The questions that follow are perfect for the end of a course – semester or entire year. They’re crafted in a way that you can simply change the wording to adapt them to your setting.

THOUGHT-PROVOKING STUDENT REFLECTION QUESTIONS 

• What (insert subject area) assignments helped you learn the best / most this year?
• How did you know you were learning?
• Which (insert subject area) concepts and skills do you feel the most confident with now?
• What type of (insert subject area) assignments were the most thought-provoking for you?
• Identify your effort level for this class.
• What type of feedback was the most motivating to you over the year?
• How much time did you spend on (insert subject area) work each day, approximately?
• How did you grow as a (insert subject area) student during this time? ( Think about what you learned about yourself – your skills, your study habits, your knowledge, your mindset, etc. )
• How does what you learned this year connect with other content areas and with real life?

TIPS FOR MAKING REFLECTION QUESTIONS WORK

In order to get the type of feedback we need to improve our craft moving forward, we need to think carefully about how we are posing these questions. Instead of Did you enjoy learning in this class? , we need to create questions that reduce the likelihood that students will use the question as an outlet to vent. When creating questions, I’m always trying to anticipate possible responses and set students up for providing the most helpful feedback.

If you decide to use reflection questions with students, I recommend giving them some answer choices. (It will help students stay focused.) For instance, when asking them about what type of feedback was the most motivating, include a list. Google Forms makes it simple!

WHAT ABOUT MORE SPECIFIC QUESTIONS?

At the end of a semester or school year, I’ve always asked my students specific reflection questions about ELA concepts – reading, writing, and so on. Their answers always motivate me. I look forward to reading them – both the good and the bad. We can still ask students to talk about how they grew as readers and writers…about what books they enjoyed most or what writing skills they feel more confident with now. But, we also need to prioritize asking them about learning overall.

Keep in mind, students’ feedback is NOT always helpful! Once you begin reading through the results, create a set of filtering questions to help you process the information. For example:

• Is the feedback specific enough to be helpful? (If not, don’t give it another thought.)
• If constructive, is there any truth to this feedback that is worth considering?
• What do I want to write down to remember for next year?
• What affirmations did I receive that confirm I’m on the right track?

I hope these questions help you collect meaningful thoughts about your course from students! I’ve always found reading their comments to be a mixture of joy (it’s so rewarding to know what’s going well) and frustration (sometimes criticism comes in blatant tones). Separate the wheat from the chaff, and take what you need to move forward confidently.

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For the past several days, we have used these questions in place of our morning Bellringer. The responses from the students have been amazing, and I have definitely been pleasantly surprised by their answers. Thanks for sharing!

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Extended Essay: First Reflection Session

• General Info
• EE Timeline
• Picking a Subject Area
• Picking a Topic
• Picking your EE Supervisor
• First Reflection Session
• Interim Reflection Session
• Research Proposal
• Annotated Bibliography
• EE Presentation
• First Complete Draft
• Second Complete Draft
• Final Draft

Please note:

• Sessions should last 20-30 minutes.
• Your conversation should be centered around the progress you've made and planning your next steps.
• Where are you in the process? Why did you decide on this topic? How strong is your research question? What do you need to do next?

Following this first session, the student is required to complete the first student reflection section of the Planning and Progress tab in ManageBac. The entry should be 150 words or less and be completed by March 25, 2018.  Please note that I've provided sample reflections below on the example RPPF forms.

Feel free to send me any other questions you have!

Students: Preparing for your First Reflection Session

Based on the EE Guide, page 60:

At Omaha Central, the first reflection takes place after the student has selected a subject, topic and written a working research question and after the supervisor has completed supervisor training.

As preparation for their first reflection session, students should do the following. 1. Read the subject-specific section of the Extended essay guide for the subject they are interested in, paying particular attention to the nature of the subject and the treatment of the topic. 2. Undertake further background reading and begin to gather information around their area of interest. This exploration should give rise to a variety of topics and questions that students can consider for further research. At this stage it is important that students consider the availability of reliable and valid sources for the topic under consideration.  3. Begin developing a research proposal which might include a MindMap® of ideas, an annotated article or preliminary bibliography. Additionally, students must already be thinking in terms of the following questions. • Is my topic appropriate for the subject I am considering? • Why am I interested in this area and why is it important? • What possible questions have emerged from my initial reading? • Are there any ethical issues that I need to consider? • What possible methods or approaches might be used for research in this area and why?

Sample RPPFs by Subject Area

Here are a few sample RPPFs -- provided so you can see what other students have written for their required Extended Essay reflections. You may use these as inspiration -- but keep in mind that we don't know how these reflections were scored!

• Sample Biology RPPF
• Sample English RPPF
• Sample History RPPF
• Sample Psychology RPPF
• Sample Visual Arts RPPF

Supervisors: The First Reflection Session

From the EE Guide, pg 61.

This initial reflection session should be a dialogue between the student and the supervisor based on the student’s initial explorations. It is recommended that the student have selected a subject, narrowed their topic and crafted a working research question before the meeting. They may have begun to construct a research proposal, which is due April 9, 2018,  and which will be sent to the supervisor when it is completed.

Topics of discussion that should arise during this session include: • a review of the requirements and assessment criteria for the subject • a review of ethical and legal implications, if applicable • a dialogue about possible approaches and any potential problems that might arise • a discussion of strategies for developing the student’s ideas for the essay and expanding the research so that the essay starts to take form • probing and challenging questions that will help the student focus their thinking; this should lead to the development of the student’s working research question • an outline of the next steps that the student should undertake in order to refine their question; this should take the form of a research and writing timeline.

Note: This is the first of three FORMAL reflection sessions. Other "check-in" sessions will likely be needed between formal sessions, particularly after the supervisor has reviewed the student's research proposal.

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• Next: Interim Reflection Session >>
• Last Updated: Apr 2, 2019 11:45 AM
• URL: https://libguides.ops.org/c.php?g=813602

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Samples Of Harvard Business School Post-Interview Reflections

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If you managed to get an admissions interview with Harvard Business School, you now have 24 hours to create something that is unique in MBA admissions: the post-interview reflection. Every MBA applicant who gets an interview is required to submit a written reflection through Harvard’s online application system.

These post-meeting memos take many forms, from brief ‘thank you’ notes to fairly long missives that go into deeper biographical detail. The longest reflection published in 2020-2021 edition of The Harbus’ MBA Admissions & Interview Guide stands at 1,295 words, while the shortest is a mere 228 words long. The guide includes 23 different post-interview reflections along with dozens upon dozens of interview questions with analysis. Available for $66.63 via download here , the guide is written by current HBS students, culled from successful applicants to Harvard Business School who enrolled in the MBA program and are now immersed in HBS culture. “We were in your shoes not long ago and we understand the nuances of preparing for the HBS interview, from first-hand experience,” write the guide’s editors.

In almost every case, the students who have written successful post-interview reflections express unbridled enthusiasm if not awe at what they discovered during their visit to campus. And many candidates make clear their intentions to contribute to the HBS community. “Whether I am the President of a club, a member of a team, or the person who dresses up in (a) costume making a fool of myself to spread the word about a cause, I’ll be the one shamelessly all in,” concluded one applicant.

SAMPLES OF POST-INTERVIEW REFLECTIONS BY SUCCESSFUL HARVARD MBA APPLICANTS

The newly updated 2020-2021 Harbus MBA Admissions & Interview Guide

Some vividly (and always enthusiastically) describe their interactions with other MBA students while on the 40-acre campus. “During the day, I came across several interviewees that worked at venture capital firms. When I gave them my elevator pitch for (the address changing service that I’ve been working on), they expressed interest and wanted to learn more about the business model and potential market size,” wrote one candidate. “I had never approached a VC with ideas before and quickly realized the tremendous opportunities that exist for entrepreneurs at HBS.”

Others reflect on the diversity of the students they bumped into while on the expansive grounds of the Harvard Business School. “When I attended a class today, I saw the rainbow of flags scattered across the room and heard the sound of many accents,” wrote a female applicant who worked in private equity. “The level of diversity was unlike anything I have witnessed.”

How should you think about this requirement of the admissions process at HBS? With permission from The Harbus , we’re publishing four of the 23 sample reflections from the latest Admissions Guide. We hope they whet your appetite to buy the complete guide and gain access to the full collection of interview questions and reflections. The post-admission interview memos have been written by both men and women, candidates in a variety of fields from private equity to technology, by both domestic and international applicants.

DON’T MISS: HBS INTERVIEW PREP: YOUR POST-INTERVIEW REFLECTION or PODCAST INTERVIEW WITH HBSGURU.COM FOUNDER SANDY KREISBERG ON POST-INTERVIEW REFLECTIONS

Questions about this article? Email us or leave a comment below.

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Seven Important Tips for Your HBS Post-Interview Reflection

Congratulations! You’ve just completed another step on the road to acceptance to Harvard Business School (HBS) – your interview . Now, you have 24 hours to send HBS your Post-Interview Reflection…so let’s get started!

When it comes to this part of the process, there’s really one major thing you need to do – reflect! 

How to reflect efficiently and effectively

As soon as possible after your interview , sit down and think about everything that happened during your meeting. Try to complete the first three tips on the following list immediately after your interview.     

1. Think about any of your responses that might not have been as clear as you wanted them to be.

Make note of any answers you gave in which you didn’t hit the nail on the head or your logic or story was a little fuzzy. Was the point you were trying to make relevant and important? If not, let it go. If it was, consider how you could clarify the point in your Reflection essay.     

2. Analyze any responses you gave that you feel were incomplete.

Jot down any points you would have liked to have made if you’d thought of them      during the interview. What should you have included?

3. Take note of the responses you feel you did a great job on.

Take a moment to appreciate the answers you gave that were on point — where your thought process was organized, you were articulate, and you conveyed your response clearly. Give yourself a pat on the back! But then move on – there’s no need to be redundant or circle back to these responses.

4. Choose the elements you want to focus on in your Reflection.

Most of the content of your Reflection should come from what you identified in the first two tips on this list. Focus on the points that relate to what you most want HBS to learn and remember about you.     

Because you don’t want your Post-Interview Reflection to be only about clarifications and adding things you forgot to mention in your interview, make sure to also weave in and close with a reference to something in the interview you feel you aced – but do so in a way that is additive or enhances meaning, rather than being redundant.       

Also, don’t shy away from reflecting on the interaction itself. Think about what you learned during or from the interview experience. For example, did the interviewer question you on a topic from a perspective you hadn’t considered before? Did you gain insight from being thoughtfully challenged on an answer? Showing that you are always learning and thinking – always open to reevaluating experiences and ideas – can only help your case.

5. In terms of tone, think of your Reflection as a one-on-one conversation with another person, or as HBS advises, “Think of it… as an email you might write to a colleague or supervisor after a meeting.”

While the email metaphor connotes dialogue and conversation, it does not imply – or permit – a lack of professionalism. Write your Reflection as you would a business email: you can use the first (“I”) and second (“you”) person in your writing. Keep it cordial, and be sure that it is well written, grammatically correct, and professional. 

6. Be succinct.

Don’t repeat any information that was conveyed in your application. The HBS adcom already has that on file and has reviewed it. And don’t repeat what you said in the interview. They’ve heard that information already, too. 

7. Be sure to express your thanks for their time and continued consideration.

Your social IQ is on display. They’ve invested time in reviewing and considering your application and in meeting with you. Say, “Thank you.”

Make your Reflection meaningful!

Using the seven tips we just presented will make writing your Post-Interview Reflection a much easier and more meaningful experience. And the result will be a more effective, compelling statement that puts the final, lasting shine on your application.       

After a successful career in business publishing, Cindy Tokumitsu worked with Accepted for more than 20 years. Although she no longer works directly with applicants, every year her clients were accepted to top MBA, law, and med programs. She is a pioneer in the niche area of EMBA application consulting. Want an admissions expert to help you get accepted? Click here to get in touch!

Related Resources:

• Harvard Business School MBA Essay Tips and Deadlines 
• Rejected by HBS – Now What?
• Admissions Straight Talk Podcast for MBA Applicants

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Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

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In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

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"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

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