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Reflective practice involves deliberately pausing to think about what you do and why. It’s more than casual thinking – it requires a conscious effort to analyse decisions, consider outcomes, and connect these insights to broader ideas or theories.

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It is about looking back on how we facilitated our class, what worked and what did not work, and figuring out how we can improve it.

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DEFINE (Definition of Reflective Learning):

Reflective learning is a transformative, learner-centered process where individuals analyse experiences, integrate theory with practice, and evolve their professional identity, attitudes, and actions.

It's tied to developing sustainable competencies, critical thinking, and personal growth for lifelong learning.

CLASSROOM CONTEXT (How it applies in the classroom):

Reflective learning encourages active, experiential, and cooperative methodologies (e.g., simulations, group reflection, problem-solving tasks).

It promotes student agency, deeper engagement, and self-awareness.

Effective for diverse disciplines through real-world integration and reflection-in-action.

Practical context - Feedback (lecturer and peer), process documentation

BROADER INSCAPE & QA CONTEXT (Implications for Inscape and Quality Assurance):

Aligns with Education for Sustainable Development (ESD) and UN SDGs—promoting equity, inclusion, and sustainability.

Supports inclusive practices, curriculum integration, and interdisciplinary learning.

Reflective learning underpins quality assurance goals: developing adaptable graduates equipped for complex, evolving challenges.

Encourages ongoing review of pedagogical strategies and alignment with student outcomes, professional competencies, and QA benchmarks.

It needs to be embedded in the curriculum.

Sessions like Lunch 'n Learn we reflect on our practices that we implement each day.

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Our priority should be ensuring students truly understand by focusing on learning first. It's essential to build the bridge between content and learning experience -unpacking the material meaningfully and connecting it to real-world, practical application. We need to focus on what is relevant for industry and demand.

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Reflective practice is reflecting constantly and consistently on what we teach, why we teach and how we teach and assess. Reflective practice can be used as an approach to gain a deeper understanding of the teaching and learning process in a higher education context. Reflective practice is useful in determining the academic and developmental needs of both the students and the lecturers.

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Class – Does my teaching style work? How do I keep students engaged?

Inscape – Am I accommodating my clients (the students) well and am I in communication with other lecturers about context and how to teach better?

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I make use of reflective practice in my lesson planning by making notes of what worked, what didn’t and suggestions for improvement that I then use in my lesson planning the following year. I have also made use of reflective practice by engaging with my lecturer review feedback and noting what areas I could improve on to implement this in my teaching going forward. This year I also conducted some open conversations with my students following on from my lecturer review regarding my class facilitation, to hear from them what they enjoyed, what they are missing and what they would like more of, so that I can consider it in my lesson planning.

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Inscape must prioritise strong industry partnerships and make significant investments in programme quality, innovative tools, and fresh ideas to stay ahead of change. This reinforces that active learning is not merely about acquiring new information - it's a commitment to continuous development. It demonstrates Inscape’s dedication to refining established skills in line with the evolving demands of the real-world industry landscape.

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Looking at what happening through a critical lense and set-up a better path for you in future.

In class students use Visual diary throughout process. Also write a reflective piece as the last step - based on specific learning outcomes and the process. They do not like to be confronted with ideas that contradict their own beliefs and values but may need to apply it.

Lecturers may need to reflect if the learning was the best way to teach the subject matter and improve on it for the next session.