The Four F’s of Active Reviewing 

An example of a tool that can be used to guide reflection is the framework designed by Dr Roger Greenaway, an expert on training teachers and facilitators.  By working through the four levels of this model, students will have critically examined the situation they want to review and reflect upon, while thinking about how to use what they have learned in the future.

 
 

Some helpful questions:

Facts

  • Make a short news report covering: What? Who? Where? When? [Save Why? and How? for 'Findings'.]

  • Did anything unexpected happen? Any surprises?

  • Did anything very predictable happen?

  • What was most memorable/different/interesting?

  • What were the turning points or critical moments?

  • What happened next? What happened just before?

  • What most influenced your attitude and behavior?

  • What didn't happen that you thought/hoped would happen?

Feelings

  • What are some of the feelings you experienced?

  • At what point did you feel most or least involved?

  • What other feelings were present in the situation?

  • At what points were you most aware of controlling/expressing your feelings?

  • What were your personal highs and lows?

Findings

  • Why … did or didn’t it work? …did you take on that role? …did you do what you did? …did you not do something else? etc.

  • How … did your feelings influence what you said and did? …did you get the outcome that happened? etc.

  • Were there any missed opportunities or regrets?

  • What would you like to have done differently / more of / less of?

  • What were most / least valuable?

  • Was there any feedback/appraisal?

  • What have you found out?

Future

  • How do you imagine using what you have learned?

  • What has already changed?

  • What choices do you have?

  • How does it look to use the findings?

  • What plan can you make for the future?

Copied from: https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/four-f

Following reflection, feedback from the CAS coordinator and/or adviser is beneficial and necessary as is peer feedback. Feedback provides acknowledgment, confirmation or clarification of students’ understanding and insight, and opportunities for further development. Feedback can take many forms such as part of an informal or formal discussion, as a written response to a blog posting, during group discussion or paired peer conversation. Students may also advise on their preferred method for feedback.