The Power of Reflection

There has been much written and researched on the topic of reflection. The research suggests that reflection:

  • Deepens the learning
  • Enables the development of new thinking, new skills, new behaviors
  • Teaches us to become the observer of our own actions, our own thinking, and through that observation, change, learn and develop more easily.

In Accelerated Learning practice, reflection plays a role in three main parts of the learning process, before a learning module, during a learning process, and on completion of a module or learning experience.

Before Learning

In both the Learner Preparation Phase and the Connection Phase, Learners spend time reflecting on their experience with the subject. They surface their thinking AND their feelings about their experiences. They perhaps reflect on key questions relevant to the content and themselves, on the possible benefits of the content to them in their lives. This can take the form of a guided imagery, a think-pair-share. They may choose symbols and make associations between them and the content. In the reflection activity, learners might create some type of storyboard, a personal story about the subject. They may surface ideas or feelings they have and then share in pairs or small groups. When the learners then begin the learning, they are more aware, their attention more focused, their hearts and minds more engaged.

During Learning

At certain points during the learning or while participating in an experiential activity, learners take time out, take a mental step back and reflect. First they notice what they just experienced, how they acted or behaved, how the situation relates to their lives, and what they want in the situation. They then make a conscious choice to re-enter the situation with a renewed purpose and awareness. These types of activities develop the inner observer and the ability to reflect “in action”.

After Learning

In the Integration Phase at the end of a learning session, and whenever learners complete a module or an experiential activity, they spend time debriefing what happened by reflecting on what they experienced, what it means, what implications it has for them, their work and lives. Many of the same type of approaches can be used here as in the beginning. These activities involved first a reflecting back, then reflecting forward. When learners reflect on their experience, share their reflections and think about what it means and how they will use it, the learning is embodied more effectively, and the chances of them applying the learning in their lives increases.