Researchers have developed several different frameworks or models for how reflective writing can be structured. John Driscoll[1] used Terry Borton’s[2] three stem questions to devise The Borton Framework pictured below.
The DEAL model[3] structures reflective writing through a three-stage approach of description, examination, and articulation of learning.
The DIEP model (Boud, Keogh & Walker, 1985) incorporates aspects of both the Borton and DEAL frameworks with its emphasis on significance and future action.
Each of the models speaks to the reflective writer’s tasks: briefly describing an event or experience; analyzing the significance and value of the experience in terms of larger theory or practice; and forecasting how the learning might be useful in other situations.
Contribute!
- Driscoll J. (1994) Reflective practice for practise - a framework of structured reflection for clinical areas. Senior Nurse 14 (1):47–50 ↵
- Ash, S.L., Clayton, P.H., & Moses, M.G. (2009). Learning through critical reflection: A tutorial for service-learning students (instructor version). Raleigh, NC. ↵
- Boud, D.; Keogh, R.; Walker, D. (Eds) (1985) Reflection: turning experience into learning. London: Kogan Page ↵