Students may start to plan for future engagements, identifying resources, contacts and strategies.Students relate the events or activities to their studies and prior knowledge.Students should form an opinion or emotional response.Students respond to the events or activities.Students should describe in detail the events or activities as they occurred.Students factually report the events or activities.What did you learn from it? What can you now do as a result? How would you handle a similar situation again in the future? Has this experience added to your development?ĭeveloped by Bain et al (2002), the 5 Rs of reflection provides a tiered student reflection hierarchy. What action did you take, or strategies did you use to deal with the challenges? Why did you choose to take the action you took? What was the new experience you had to deal with, or challenges you faced, what impact did they have on you? What happened during the event, incident, activity or task? SEAL is about the learning process that enables you to determine what you got out of an experience and what you can now do as a result. Consequently, the UQ Employability Office has adapted the SEAL framework for teaching and assessing reflection. SEAL for self-reflectionĪs a component of the UQ Employability Award, students must reflect upon their community engagement experiences. In planning for reflective learning, adopt a model that is meaningful for you and your students.
You can use these models as the basis for activities and assessments that support reflection. There is a range of approaches to support reflective practice. Teaching, learning, and assessment with Generative AIĭigital learning Show Digital learning sub-navigationĪdvancing teaching Show Advancing teaching sub-navigation Teaching guidance Show Teaching guidance sub-navigation
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