In Using Journal Writing to Enhance Reflective Practice, Boud develops a model for learning through reflection. He begins by assuming that learning is built on prior experiences - for learning to occur, links must be created between prior experiences and what is known and a present experience and what is being learned (2001, p. 3). Learning, he goes on to assume, is also active as the learner must be engaged with the events being experienced (Boud, 2001, p. 4). From these two assumptions, Boud moves to a description of the three occasions of reflection and their characteristics.
The first is reflection in anticipation of events. During this occasion of reflection, there is a focus on the learner, the context of the event being experienced and on learning strategies. While journaling, learners reflect on what they want to bring to the experience and what they will receive from it; they articulate questions about the upcoming event, such as “What must we notice in order to be fully involved and understand what is going on?” (Boud, 2001, p. 5); and prepare a guide or strategy plan: “What guides or learning-to-learn strategies can we usefully develop and take with us? What might we need to rehearse before we start?” (Boud, 2001, p. 5).
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This practice of reflection has three parts beginning with noticing what is occurring in our internal thoughts and feelings and in the external world around us. Intervening is an action taken during a presently occurring event to effect change, which can be as subtle as choosing not to speak or pausing to chose one’s words carefully, or not taking action at all. Reflection-in-action, is the merging of both noticing and intervening. The more we practice reflection in the midst of action, the more we become aware of the decisions we are making and why we are making them, revealing assumptions and helping us to act from a new perspective (Boud, 2001, p.