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This content is taken from the National STEM Learning Centre & STEM Ambassadors's online course, Inspiring Young People in STEM: Feedback Tools for STEM Ambassadors. Join the course to learn more.

Self-reflective practice

The only way to become confident in self-reflection is to ‘do it’. This task will give you the opportunity to practise self-reflection skills, using some prompt questions provided.

Your process of self-reflection will help you identify:

  • How did the latest STEM activity go?
  • What went well?
  • What could be improved?

Using a self-reflection tool to gain a more in-depth perspective on your experience can be helpful. The following is based on Gibbs (1988) reflective cycle that provides a structured way to reflect:

Questions from Gibbs (1988) reflective cycle: Description - what happened? Feelings - What were you thinking and feeling? Evaluation - What was good and bad about the experience? Analysis - What sense can you make of the situation? Action plan - If it arose again, what would you do?

When using the tool, try not to avoid the prompt question about your feelings. Tapping into how different aspects of delivering the STEM activity made you feel can be a powerful learning opportunity. This enables you to identify what you found challenging or rewarding or may trigger thoughts and feelings from your own previous experience, for example as a student learner.


If you’ve recently completed a STEM activity, use the Self-Reflection Tool to reflect on the experience. Alternatively, you could choose to reflect on an experience from your professional or personal life. The key here is to practise this process of self-reflection.

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This article is from the free online course:

Inspiring Young People in STEM: Feedback Tools for STEM Ambassadors

National STEM Learning Centre

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