Reflective writing is the narrative mode of analysis of the processes outlined - it explores not only what the experience was, but considers the meaning the writer attached to it at the time and subsequently, and how this meaning is likely to influence action in the future. Thus reflective writing may contribute to continued professional development in a number of ways. The process of writing reflectively may in itself be an important step in an individual's attempt to make sense of her/his practice (Coles, 2002).
In this paper, three reflective writing models namely by Gibbs (1998), David Kolb, and Jenny Moon will be discussed. Throughout the discussion, the elements of these models as well as their pros and cons will be illustrated together. The pros and cons of the different models are set in cases where there is under the supervision and without. In each case setting, pros and cons are in the context for classroom sizes of one, two and many. This is applicable for the models and the best singled out for the healthcare industry.
generalizing and conceptualizing at Stage 3. ...
If this is borne out, the 'lesson is learned' and is utilized in future situations resulting in more developed findings and so the cycle is repeated and the learning proceeds in a spiral. Thus individuals learn by retrieving what they know or have experienced, reflecting on this, linking these observations to new concepts or existing knowledge or new circumstances, before trying out the revised problem solving technique which provides further findings and so the spiral continues (Cameron, Coles, 1994).
The model naturally unfolds its use by its direct relation to "real-world" problem as the actual happening at present, like an actual engineering problem which is addressed by the
"Concrete Experience" quadrant of the Kolb cycle. This helps one to identify the real experience to fend off all myths. Using Kolb cycle for solution in engineering sciences is a naturally choice letting one see real thing as they are: real. In the handling of Mathematics, problem solving relating to everyday lives will find Kolb cycle handy and concrete to adhere to.
A further thought on the model reflects that the experiential learning model does not adequately consider the impacts of social relationships such as gender and culture of the individual. Secondly, it fails to incorporate the influence of these power differentials on learning. Thirdly, the model fails to focus on the "here and now" of experience, instead giving undue status to retrospective reflection. Fourthly, it also ignores the "unconscious" learning processes and defense mechanisms that may inhibit learning. Finally, the experiential learning model does not adequately propose a "second order" or higher meta-learning process, such as the questioning of the assumptions of learning communities