Reflection is the final stage in the self-regulation process, and it involves self-judgement and reaction to a concluded learning process (Zimmerman, 1986; 2008). If you are not in the habit of reflecting upon learning, then it can be difficult to know where to start. Various recognised models support effective reflection, and they are available in this guide. They have similar themes, but different approaches and it is down to personal preference which one works best for you. It is helpful to reflect upon positive experiences, as well as negative ones. The engagement of analysing experiences using one or more of the reflective models, helps to foster critical thinking through the evaluation of actions and decisions taking during the learning process. With increased self-awareness and the consideration of future improvement, you will be able to promote continuous development of effective learning strategies.
References
Zimmerman, B. J. (1986) 'Becoming a self-regulated learner: Which are the key subprocesses?', Contemporary Educational Psychology, 11(1), pp. 307-313.
Zimmerman, B. J. (2008) ‘Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects’, American Educational Research Journal, 45(1), pp. 166-183.