Borton's Model of Reflection
Introduction
Although it could be suggested that Borton’s (1970) model of reflection is the simplest of frameworks, the three stages of the model allow plenty of space for a full and thorough reflection. This model encourages reflection about your experience, the implications and the affect it will have on the future.
Borton’s original reflective model was published in 1970 and has since been developed by Driscoll (1994) and later by Rolfe et al. (2001). Driscoll’s 1994 adaption of the model introduced questions to each of the three stages of reflection, to allow for a deeper reflection. Rolfe et al. (2001) expanded the questions further, to encourage greater understanding and reflection.
The three stages of the model – What? So what? Now what? - are designed to be used as a reflective tool after a critical experience, but it can be used in a variety of ways. For example, you might want to use the model when reflecting on an experience that has happened over a period of time, or a repeated experience. Borton’s model is a helpful tool to learn from experience and translate the knowledge gained from an experience into future action.
Stages of the Model
The three stages of the model are:
What - In this stage, a description of the situation is given, which should include factual information such as who was involved or location to create context for the reflection.
So What - This stage allows the person to extract meaning from the 'what' section by questioning what knowledge you had and/or what knowledge or theory could make sense of the situation.
Now What - Here, an action plan is created for the future to show a progression of both thought and action. This section makes the reflection meaningful by creating action.
For each stage, below is a set of guided questions for you to work through. By answering the questions, you will build meaningful sections of the reflection, which together, will build a structured piece of reflective writing.
Please note the examples of each section given below are a very basic example. Your writing will need to include more depth and detail.
What?
The details of the situation.
What...
- is the context? (Who/where/when)
- what happened?
- was I trying to achieve?
- was the outcome?
- was everybody (included my) role in the situation?
- did I feel as the situation unfolded?
- were the consequences (both position and/or negative)?
Example
During my maths lesson, the children became restless and displayed low level disruption. I had to stop teaching on a couple of occasions to remind the class about the behaviour expectations. I became anxious that I did not know how to manage the behaviour.
Now What?
The action plan.
Now what...
- do I need to do differently in the future?
- do I need to consider about myself and others to make sure the plan is successful?
- might be a positive or negative consequence to changing my approach?
- might stop me from being able to make the intended changes in the future and how will I overcome this
Example
To address this, I need to consider the timings and structure of my lessons during the planning stage. During my weekly review meetings, I should use this time to discuss this with my mentor and take advice about lesson timings.
So What?
The implications of the situation.
So What...
was I considering at the time of the situation?
does my reaction or response teach me about my approach?
knowledge did I base my decision on?
other theories or academic literature can I use to help understand the situation?
could I change or have done differently to get a different outcome?
have I learnt from the situation?
Example
After the lesson, I have reflected that the length of time I spent talking to the class was too long and this is why the children became restless. Smith (2020) suggest that to keep a class engaged, the direct delivery should be for a maximum of ten-minutes, which should then be followed by a practical activity.
