What are 5 Reflective Models in Education?

The five reflective models commonly used in education are Gibbs’ Reflective Cycle, Kolb’s Experiential Learning Cycle, Schön’s Reflective Practice, Rolfe et al. ‘s Reflective Model, and Brookfield’s Four Lenses.

Each model gives learners a different way to examine experiences, understand what they have learned and decide how they can improve their future practice. These models are commonly taught as part of the Level 3 Award in Education and Training, where reflective practice is a core requirement.

1- What Is Gibbs’ Reflective Cycle?

Gibbs’ Reflective Cycle is a six-stage model that guides learners through a structured reflection on an experience. The six stages are Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan.

Graham Gibbs introduced the model in Learning by Doing in 1988. It developed from experiential learning ideas and has become one of the most widely used frameworks for structured reflection.

What Are the Six Stages of Gibbs’ Reflective Cycle?

The six stages of Gibbs’ Reflective Cycle are Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan. Each stage asks you to consider a different part of your experience and gradually move towards future improvement.

1. Description: What happened? Describe the situation and include only the important facts.
2. Feelings: What were you thinking and feeling during the experience?
3. Evaluation: What went well? What did not go well?
4. Analysis: Why did the situation happen this way? What can theory or evidence tell you about it?
5. Conclusion: What have you learned? What could you have done differently?
6. Action Plan: What will you do if you face a similar situation again?

When Should You Use Gibbs’ Reflective Cycle?

You should use Gibbs’ Reflective Cycle when you need a clear, step-by-step structure for reflective writing. It can be useful for academic assignments, teaching practice, professional development and continuing professional development records.

Its clear stages make it accessible to learners who are new to reflective writing. However, following the stages mechanically can produce a formulaic reflection, so the analysis still needs to explore the experience critically.

2- What Is Kolb’s Experiential Learning Cycle?

Kolb’s Experiential Learning Cycle is a four-stage model that explains how people learn through experience. The four stages are Concrete Experience, Reflective Observation, Abstract Conceptualisation and Active Experimentation.

David Kolb’s model connects experience with reflection, theory and future action. Instead of treating learning as a one-off event, the cycle shows how one experience can lead to new understanding and influence what you do next.

What Are the Four Stages of Kolb’s Experiential Learning Cycle?

The four stages of Kolb’s Experiential Learning Cycle are Concrete Experience, Reflective Observation, Abstract Conceptualisation and Active Experimentation. The learner moves through each stage before applying the resulting learning to another experience.

1. Concrete Experience: You take part in an activity or experience.
2. Reflective Observation: You think about what happened and consider what you noticed.
3. Abstract Conceptualisation: You develop ideas or principles from what you have observed.
4. Active Experimentation: You apply your new understanding to a future situation.

When Should You Use Kolb’s Experiential Learning Cycle?

You should use Kolb’s Experiential Learning Cycle when learning comes from practical experience. It can work well for placements, teaching practice, vocational training, experiments and workplace learning.

For example, a trainee teacher might deliver a lesson, reflect on how pupils responded, develop an idea about what affected engagement and then test a different teaching approach in the next lesson.

3- What Is Schön’s Reflective Practice Model?

Schön’s Reflective Practice Model focuses on reflection during an experience and reflection after an experience. Donald Schön called these approaches reflection-in-action and reflection-on-action.

The model recognises that professional situations can be unpredictable. A teacher, for example, may need to notice that a lesson is not working and change their approach while the lesson is still taking place.

What Is Reflection-in-Action?

Reflection-in-action means thinking about what you are doing while you are doing it. You notice a problem, assess the situation and adjust your actions in response.

For example, a teacher may realise during a lesson that pupils do not understand an explanation. The teacher can change the explanation, introduce an example or use a different activity immediately.

What Is Reflection-on-Action?

Reflection-on-action means looking back at an experience after it has happened. You consider what happened, why you responded in a particular way and what you might change in the future.

A teacher could review a lesson after it finishes and ask whether the learning activity achieved its purpose. They could then use that insight when planning the next lesson.

When Should You Use Schön’s Reflective Practice Model?

You should use Schön’s model when your work involves decisions, changing circumstances and professional judgement. It is particularly relevant to teaching, healthcare, social work and other professions where situations can change quickly.

Unlike a fixed sequence of questions, Schön’s approach helps you recognise reflection as something that can happen both during and after practice.

4- What Is Rolfe et al.’s Reflective Model?

Rolfe et al.’s Reflective Model is a simple framework based on three questions: What? So what? Now what? The model helps learners move from describing an experience to understanding its meaning and deciding what to do next.

The three questions provide a straightforward structure. This makes the model useful when you need to reflect without working through a long list of stages.

What Does the “What?” Question Mean in Rolfe’s Model?

The “What?” question asks you to identify what happened. You describe the experience, the important events, your actions and the people involved.

At this stage, focus on the situation rather than trying to explain everything. The aim is to establish enough context for meaningful reflection.

What Does the “So What?” Question Mean in Rolfe’s Model?

The “So what?” question asks why the experience matters. You examine what you learned, how you felt, what influenced your actions and what the experience tells you about your practice.

This is where reflection becomes more analytical. You can connect your experience with relevant knowledge, theory or feedback.

What Does the “Now What?” Question Mean in Rolfe’s Model?

The “Now what?” question asks what you will do with your learning. You identify changes you could make and decide how you will apply your learning to future situations.

For example, if a trainee teacher discovers that unclear instructions affected an activity, the next step might be to give shorter instructions and check pupils’ understanding before starting.

When Should You Use Rolfe’s Reflective Model?

You should use Rolfe’s model when you want a simple and focused approach to reflection. Its three questions can help students organise short reflective pieces, professional discussions and learning reviews.

The University of Cumbria lists Rolfe et al. alongside Gibbs, Kolb and Brookfield as commonly used reflection models.

5- What Is Brookfield’s Four Lenses Model?

Brookfield’s Four Lenses Model encourages educators to examine their practice from four different perspectives. These perspectives are the teacher’s own view, learners’ views, colleagues’ views and relevant theoretical or research perspectives.

The purpose is to challenge personal assumptions. Looking at the same experience through different lenses can reveal issues that may not be obvious from your own perspective.

What Are Brookfield’s Four Lenses?

Brookfield’s four lenses are your own autobiography, your learners’ eyes, your colleagues’ perceptions and theoretical literature. Together, they provide several perspectives for examining teaching and learning.

1. Your own autobiography: Consider what your previous experiences tell you about the situation.
2. Your learners’ eyes: Think about how learners experienced the lesson or activity.
3. Your colleagues’ perceptions: Use feedback from other teachers or professionals.
4. Theoretical literature: Compare your experience with relevant research and educational ideas.

When Should You Use Brookfield’s Four Lenses?

You should use Brookfield’s model when you want to challenge your own assumptions and consider different viewpoints. It can be particularly useful for teachers reflecting on classroom practice.

For example, a teacher may believe that a lesson went well because pupils completed the task. Learner feedback might reveal that the instructions were confusing. A colleague may notice a different issue, while educational research may offer another explanation.

How Do the 5 Reflective Models Compare?

The five reflective models differ mainly in how they structure reflection. Gibbs provides six clear stages, Kolb connects experience with learning, Schön focuses on reflection during and after practice, Rolfe uses three direct questions, and Brookfield encourages reflection through multiple perspectives.

What Are the Benefits of Using Reflective Models in Education?

Using reflective models can help learners organise their thoughts, identify learning and plan improvements. They can also make reflective writing easier by providing questions or stages to guide the process.

Reflection can support both academic learning and professional development. According to UK Government guidance on teachers’ professional development, reflection is part of a wider culture that supports improving classroom practice and pupil outcomes. For those working towards a teaching qualification, reflection is also assessed directly as part of courses like the Level 3 AET and Level 4 CTLLS.

For teachers, reflection can also provide a way to examine classroom decisions, learner responses and teaching strategies. Over time, this can support more informed professional practice.

How Can You Use a Reflective Model in Education?

You can use a reflective model by starting with a real experience, working through the relevant questions and linking your learning to future action. Avoid turning the reflection into a simple description of events.

For example, a student teacher could reflect on a lesson that did not achieve its intended outcome. The student could describe what happened, examine the reasons, consider feedback and theory, and identify what they would change next time.

A strong reflection should explain why something happened, not only what happened. This distinction helps move reflective writing towards analysis rather than simple narration.

What Should You Avoid When Using a Reflective Model?

When using a reflective model, avoid simply describing events or mechanically completing each stage. A reflection should show what you learned and why that learning matters.

Avoid writing statements such as “the lesson went well” without explaining why. Instead, identify evidence, consider alternative explanations and discuss what you would do differently. You should also avoid treating a model as a rigid formula. Reflective models provide structure, but meaningful reflection still requires judgement and critical thinking.

Which Reflective Model Should You Choose?

The best reflective model depends on what you need to achieve. Choose,

• Gibbs if you want detailed step-by-step guidance,
• Kolb if your reflection centres on experience,
• Schön if you need to examine professional decisions,
• Rolfe if you want a simple structure,
• Brookfield if you need multiple perspectives.

You should also check your course requirements. If your tutor or institution specifies a particular model, follow that guidance rather than choosing a different framework.

The right model is the one that fits your learning task and helps you move beyond describing an experience. Used properly, reflective models can turn everyday experiences into useful learning for future practice.