Phil Race, University of Leeds

In this article, I'd like to explore the rationale for reflection as a key factor underpinning both successful learning by students, and successful continuing professional development by their teachers in higher education. "But how can I reflect? What do you mean by reflection? How will I know when I've reflected well?" are questions which students and staff alike ask about the process. Moreover, "how can I show that I've reflected successfully?, What will be deemed satisfactory evidence of my reflection?" are their next questions. This article aims to help by addressing all of these questions. In particular, my tenet in this article is that reflection can best be evidenced by answering questions. Just about all good questions have the letter 'w' in the key interrogative word - who, what, when, where, why and how, for example.