4. Reflecting
on Learning

Learning is not just taking in new information. We know we have learned something when it changes our thinking or affects how we deal with new situations. Janine Huot describes the Dimensions of Learning Model which defines learning as "a process of constructing personal meaning from the information available in a learning situation and then integrating that information with what we already know to create new knowledge."²³

In Educating for a Change, authors Rick Arnold, Bev Burke, Carl James, D'Arcy Martin, and Barb Thomas use "the spiral model" to describe learning and plan workshops.

This model suggests that:

• learning begins with the experience or knowledge of participants;
• after participants have shared their experience, they look for patterns or analyze that experience (what are the commonalities and what are the differences.);
• to avoid being limited by the knowledge and experience of people in the room, we also collectively add or create new information or theory;
• participants need to try on what they've learned: to practice new skills, to make strategies and plan for action;
• afterwards, back in their organizations and daily work, participants apply in action what they've learned in the workshop.²⁴

In terms of the role of self-reflection in the portfolio development process, Taylor writes,

Encouraging analysis of one's work through self-reflection adds an important dimension to literacy instruction. This process of self-reflection can lead to recognition and acknowledgment of progress and improvement which results in superior performance