Reflection is a powerful practice because it moves us beyond simply completing tasks to actively making meaning from our experiences (Dewey, 1933). When we reflect, we revisit what we did, examine why it mattered, and consider how our thinking or approach has changed. This process supports deeper learning by strengthening connections between concepts, surfacing assumptions, and promoting transfer to new contexts. Engaging in reflection can also promote the development of metacognitive skills essential for long-term learning and academic independence, such as self-awareness and the ability to self-evaluate one’s progress.
Reflection is equally valuable for professionals engaged in ongoing development. In teaching, reflection supports continuous improvement by helping us examine evidence from our courses, interpret feedback from students and peers, and make intentional decisions about future changes.
At the same time, reflection is not inherently intuitive. For it to be effective, both its design and execution can benefit from support. As educators, we may find it challenging to design reflective assessments that result in more than mere surface-level summaries, particularly when students are unsure what constitutes “good reflection.” The first toolkit introduced here is intended for educators developing reflection activities for courses, workshops, and other educational contexts. Created by Gavin McCabe and Tobias Theijll-Madson of the University of Edinburgh, the Facilitators’ Toolkit provides guidance on aligning reflection with learning outcomes and deciding on the task most appropriate in the context of a specific course. A common problem with reflections is whether they should be assessed and if so how. While the reflective process itself is a very personal experience, evidence of reflection submitted in an academic context should still fulfill criteria set by the educator. This can meet with resistance from students who perceive grades and feedback on reflection as being judged on their thoughts. Establishing a clear set of criteria, discussing these criteria with students, and sharing them in the form of a rubric will go a long way towards guiding student work from summary to actual reflection as well as making the assessment process transparent to learners. The Facilitator’s Toolkit offers help with establishing criteria and designing rubrics as well as case studies of reflective practice. Used thoughtfully, this toolkit can help educators integrate reflection into courses without reducing rigor or adding unnecessary complexity.
The second toolkit, also authored by McCabe and Theijll-Madson, is designed for anyone engaging in reflection. This Reflectors’ Toolkit provides structure, language, and strategies to help individuals move from “what happened” to “what was learned” and “what comes next.” It introduces various frameworks and offers guidance on reflective learning, self-awareness, and professional growth. Educators may find this toolkit useful both as a resource to share and discuss with students and as a tool for their own professional development and reflective practice.
Reflection is most impactful when it is approached as an ongoing practice rather than a one-time requirement. Whether you are designing reflective activities for students or engaging in reflection as part of your own professional learning, small shifts in structure and language can make a meaningful difference. The two toolkits shared here are offered as flexible resources to support reflection in ways that feel purposeful, sustainable, and aligned with your teaching context.
References
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, DC Heath and Company, Lexington, MA.
McCabe, G., & Theijll-Madson. (October 2024). Reflection Toolkit. University of Edinburgh. https://reflection.ed.ac.uk/