Stage in the Driscoll Cycle of Reflection

Commentary

Our task was to complete a full-term assignment that required all team members to contribute and collaborate in order to be successful. The act of working in a group required that the work to be evenly distributed. Communication was key during the course of this assignment as [having] only one lecture a week, limited the amount of time we could communicate during class. Therefore, time outside of class was arranged to meet and complete the assignments to the best of our ability.

In other words, it addresses the “WHAT” portion of the Driscoll model. The author uses descriptive vocabulary and does not attempt to analyze or interpret the task. For example, the student writes “time outside of class was arranged to meet and complete the assignments to the best of our ability.” She makes no attempt to explain this activity or analyze its significance. Note, the  “WHAT” section of the assignment represents the most basic form of reflection and serves only as a detailed recounting of an event (activity or exercise). There is limited reflective value in this paragraph other than its ability to record the details of what has transpired. However, a complete description is still essential in order to situate the paragraphs that follow. In other words, it is not possible to describe the impact of the activity or experience without first articulating in detail what they were.

Teamwork has not always had a great impression on my academic career. However, this experience allowed me to be more open-minded towards group work. During this activity, I felt a greater sense of teamwork, collaboration and respect. Initially, I was not aware that the majority of the course would be based on teamwork. If I had known, I probably would not have taken or considered this course. My previous experiences with group work have been negative as I was usually the only one who actively wanted to succeed. Most of the workload was done by one person, and the entire experience was not fulfilling. However, this experience, was based on my lack of understanding of what constructive group work is really like. I had not considered the important role that collaboration plays in our growth as students and as people. In this course, group work was very effective and the work was not only evenly distributed, but students were able to appreciate the importance of collaborative learning. The professor had mentioned during the first lecture that collaborative learning is exceptional and can allow students to retain more information compared to individual studying. Moreover, during this course, group work was discussed and practiced regularly.

It attempts to interpret or evaluate the description in the first paragraph. For example, in the first paragraph (Amber) the writer notes that the “task was to complete a full-term-assignment that required team members to contribute and collaborate.” In the second paragraph, the writer attempts to place this description of an activity or experience into a more meaningful context by stating that her previous experience with group work has been negative: “Teamwork has not always had a great impression on my academic career.” By connecting the described experience with these negative associations, the writer considers the SO WHAT. For example, the writer not only describes the experience as negative but provides evidence to support that claim: “Most of the workload was done by one person, and the entire experience was not fulfilling.” The evidence suggests that the work was not shared and was completed by a single group member. The result is problematic and the writer has identified that scenario as having contributed to her feeling unfulfilled. The writer goes on to add that “The professor had mentioned during the first lecture that collaborative learning is exceptional and can allow students to retain more information compared to individual studying.” Since one of the course’s themes is to provide collaborative learning opportunities, the frustration on the part of the student is palpable and relevant to the activity or experience.

The experience of group work during this course has allowed me to develop and enhance my skills as a team player. The skills I have acquired are interdisciplinary and can be applied to my education in the future. Furthermore, being able to work collaboratively, problem solve and communicate in an effective manner are all skills that I can utilize in the coming years, despite the career I might pursue. Teamwork encourages the idea of each person pulling their own weight and working in an engaging and academic setting in order to benefit the entire group. For instance, if one were to become a surgeon and had encountered a difficult case which had an inconclusive diagnosis, teamwork would be essential. Multiple doctors would work together to problem solve by practicing the same skills learned in class to diagnose the patient in an accurate manner.

In this section she writes that “The skills I have acquired are interdisciplinary and can be applied to my education in the future.” This is a good example of how to link the present experience to a future context. This last section of the assignment represents the deepest form of reflection in which you attempt to apply your learning to something new. This is essential in order to maximize the benefits that result from the use of Reflective Practice. This is particularly apparent in this piece of writing when the author notes “Teamwork encourages the idea of each person pulling their own weight and working in an engaging and academic setting in order to benefit the entire group.” This is effective because she refers to the course concept of “teamwork” articulated in the previous section and then demonstrates through a specific example how knowledge of that concept could be applied in the future: “if one were to become a surgeon and had encountered a difficult case which had an inconclusive diagnosis, teamwork would be essential.”

developed by a student at The Robert Gillespie Science of Learning.