Schön Reflective Model Explained: A Clear Academic Example for University Assignments

Reflective writing is a central component of assessment in many university programmes, particularly those linked to professional practice such as education, nursing, business, engineering, and social sciences. Among the most influential theoretical approaches to reflection is Donald Schön’s reflective model, which focuses on how individuals think during and after practice.

Students searching for a “Schön reflective model example” are typically looking for more than a definition. They want to understand how reflection-in-action and reflection-on-action can be translated into structured, academic writing that demonstrates insight, critical thinking, and learning. This article provides a clear explanation of Schön’s model and illustrates how it can be applied effectively in university assignments.

What Is Schön’s Reflective Model?

Donald Schön introduced his reflective model to explain how professionals learn from experience in complex, unpredictable situations. Unlike linear reflective cycles, Schön’s approach focuses on real-time thinking and retrospective analysis of practice.

The model is particularly valued in higher education because it aligns closely with authentic learning. Rather than encouraging students to simply describe events after they occur, Schön’s framework highlights how thinking evolves during action and how this thinking can be critically reviewed later.

Schön’s model emphasises reflection as an ongoing process embedded within professional practice, not just an activity that happens afterwards.

Core Components of Schön’s Reflective Model

Schön’s reflective framework is built around two central concepts. These concepts form the basis of most academic applications of the model and are often explicitly referenced in assignment briefs.

Reflection-in-Action

Reflection-in-action refers to thinking that occurs during an activity. It involves responding to unexpected situations, adapting strategies, and making decisions in real time. This type of reflection is often intuitive but can still be analysed critically in academic writing.

In university assignments, reflection-in-action demonstrates awareness, responsiveness, and professional judgement. Students show how they noticed a problem, interpreted it, and adjusted their approach while the activity was still ongoing.

Reflection-on-Action

Reflection-on-action takes place after the event has occurred. It involves revisiting decisions, evaluating outcomes, and considering alternative approaches. This form of reflection is more structured and analytical.

Academic reflection-on-action typically incorporates theory, research, or professional standards. It allows students to critically examine their actions and identify learning that can inform future practice.

Why Universities Use Schön’s Reflective Model

Schön’s model is widely used in higher education because it reflects how learning actually occurs in complex environments. Many disciplines involve uncertainty, time pressure, and interpersonal dynamics that cannot be addressed through rigid procedures alone.

From an assessment perspective, the model encourages depth rather than narration. It allows students to demonstrate decision-making, adaptability, and critical awareness, which are key graduate attributes in professional programmes.

Schön Reflective Model Example in an Academic Context

The following example illustrates how Schön’s reflective model can be applied in a university assignment. The scenario is intentionally general so that it can be adapted to different disciplines.

Imagine a student completing a group presentation as part of a seminar-based module.

Applying Reflection-in-Action

During the presentation, the student notices that one group member is struggling to explain their section clearly. At that moment, the student adjusts by paraphrasing key points and guiding the discussion back to the main argument.

In academic writing, this reflection-in-action would focus on awareness and responsiveness. The student explains how they recognised the issue, interpreted its potential impact, and acted to maintain clarity and coherence.

Applying Reflection-on-Action

After the presentation, the student reflects on why the situation arose and evaluates the effectiveness of their response. They may consider whether clearer preparation or role allocation could have prevented the issue.

This stage allows the student to connect experience with theory, such as teamwork models or communication frameworks, demonstrating learning beyond the immediate event.

Worked Schön Reflective Model Example Table

The table below summarises how Schön’s reflective concepts can be structured in an academic assignment.

This structure helps ensure that reflection remains analytical and academically grounded rather than anecdotal.

Common Mistakes When Using Schön’s Reflective Model

A frequent error is treating Schön’s model as purely descriptive. Simply stating what happened during and after an event does not demonstrate reflection unless it includes interpretation, reasoning, and evaluation.

Another common issue is failing to distinguish clearly between reflection-in-action and reflection-on-action. High-quality academic work explicitly shows the difference between immediate decision-making and later critical analysis.

Reflection that lacks analysis, justification, or learning outcomes will not meet university marking criteria.

Integrating Theory into Schön-Based Reflection

Although Schön’s model originates from practice-based learning, academic reflection should still be theoretically informed. Reflection-on-action is the most appropriate stage for integrating literature, models, or professional standards.

By linking experience to theory, students demonstrate that reflection is not merely personal but intellectually rigorous. This integration is often what differentiates higher-grade reflective assignments from basic submissions.

Using Schön’s Model Effectively in Assignments

When using Schön’s reflective model, students should always align their writing with the assignment brief and marking rubric. Some assignments emphasise professional competence, while others focus on personal development or ethical awareness.

Schön’s framework is most effective when used flexibly. Rather than rigid headings, students should aim for a coherent narrative that clearly demonstrates thinking during action and learning after action.

Developing Reflective Depth with Schön’s Approach

Schön’s reflective model encourages students to recognise that learning is dynamic and ongoing. By capturing both immediate responses and later analysis, the model supports deeper understanding of practice.

Over time, consistent use of reflection-in-action and reflection-on-action can strengthen critical thinking, self-awareness, and professional judgement, all of which are highly valued in higher education.

Applying Schön’s Reflective Model with Academic Confidence

A strong Schön reflective model example demonstrates awareness, analysis, and purposeful learning. It shows not only what happened, but how thinking evolved and how future practice will improve.

By applying the model critically and supporting reflection with theory where appropriate, students can produce reflective assignments that are coherent, insightful, and academically robust.