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Reflective learning is a development of the concept of experiential learning as propounded by John Dewey, who wrote Experience and Education in 1938. Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön.
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Each log is a unique record of the child's thinking and learning. The logs are usually a visually oriented development of earlier established models of learning journals, which can become an integral part of the teaching and learning program and have had a major impact on their drive to develop a more independent learner.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation.
Experiential learning is supported in different school organizational models and learning environments. Hyper Island is a global, constructivist school originally from Sweden, with a range of school and executive education programs grounded in experience-based learning, and with reflection taught as key skill to learn for life.
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Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.