A framework for reflective writing

Hatton and Smith make fine distinctions between descriptive and descriptive reflection and between dialogic reflection and critical reflection. In this section we have adapted Hatton and Smith's hierarchy and put forward three levels where the distinctions are more easily identified. There are three levels used, adapted from Hatton and Smith's original four levels are as follows.

Level one: descriptive writing

At this level, the writer focuses on the description of events, of the context, of the feelings and views of the participants in a situation. For example, the writer might describe a successful lecture or a group discussion with a set of pupils that was not successful.

Level two: reflective writing

At level two, the writer focuses on review events and situations faced by the participants and considers what the questions, issues and problems that had to be addressed. The writing also is evaluative in that judgements are made about the effective of the practice or decisions taken and some possible alternatives that might be explored. The focus though is very much on the specific situation or incident.

Level three: critical reflection

This is the level that you should be seeking to develop. Here the writer focuses on the placing incidents, situations, practices and experiences in a wider socio-political context. Again taking the examples above these pedagogic approaches would be placed in a wider debates about the nature of effective teaching and learning, discussions about the changing role and place of the learner in the educative approach - a transmission model and a participative model - the issue of democratic processes in education.