5R Reflective Framework
The 5R Framework for Reflective Practice
Reporting | Responding | Relating | Reasoning | Reconstructing
The 5R framework was developed by Bain et al., (2002) as an organized and sequential approach to critical reflection that assists learners in taking five successive steps to make sense of a specific personal or professional experience and convert it into a learning experience.
This model is suited for reflective essays, practicum reviews, personal development reviews, and postgraduate portfolios.
Model Overview
| Stage | Purpose |
| Reporting | Describe the experience or issue without interpretation |
| Responding | Capture your initial emotional and cognitive reactions |
| Relating | Connect the experience to previous knowledge or past experiences |
| Reasoning | Analyse the significant factors and explore theories that apply |
| Reconstructing | Formulate an action plan or revised approach for future situations |
1. Reporting - Describing the Event
Reporting is about talking about the experience objectively, giving enough detail that others (or your future self) will have a clear understanding of what transpired.
Questions to consider:
- What actually happened?
- Who was involved?
- What were the conditions, circumstance or context?
- What action did you take?
Language Tip: Use the past tense. State facts, not opinions!
Example:
Earlier this week I met with my dissertation supervisor regarding some closer understanding about the research methodology chapter. I had booked the meeting to discuss this chapter, yet the conversation went in a completely different direction towards discussing my literature review, which ended up taking the majority of our time. I left the meeting without having my original questions answered.
2. Responding - Investigating Reactions
Next, consider your emotional and cognitive responses to the event. Again, express what you were thinking and feeling to the best of your ability.
Key Questions:
- What were your feelings at the time? Why?
- What were your thoughts/truths?
- What was your reaction (internally or externally)?
Language Tip: Use past expressions. Sentence starters such as I felt, I thought, and I wasn’t sure can be helpful.
Example:
I felt annoyed when I left the meeting because I knew my primary concern was not addressed. I was apprehensive to interrupt or redirect the discussion because I didn’t want to come across as rude or unappreciative. I also felt disappointed in myself for not being more assertive.
3. Relating – Making Connections
This stage encourages you to connect the current situation to previous experiences, skills or knowledge. The goal is to identify patterns or transferable lessons.
Key Questions
- Have I been in a situation like this in the past?
- If so, how did I respond?
- What knowledge or skills apply to this situation?
Language Tip: Use present or past tense. Helpful phrases include This reminds me of…, In a previous situation…
Example:
This reminds me of a past situation at work when I had a couple of questions about a new project but did not say anything because of similar hesitation. On both occasions I did not have a clear structure for the conversation, and I also avoided too much authority to the other person.
4. Reasoning - Evaluating the Experience
Here you are critically considering what influenced the outcome and how theory or academic literature might explain the interaction. This is the step that involves critical thinking and the planning portion of analysis.
Key Questions:
- Which elements or circumstances contributed to the final result?
- What does the research of theory say about situations like this?
- How do different perspectives shape your understanding?
Language Tip: Use present tense. Use terms associated with analysis; for instance, suggests, indicates, reveals, supports, etc.
Example:
I now realise that going into meetings with no agenda often ends up with my priorities getting pushed aside. Based on time-management theories and the literature on assertive communication, I can use standardised expectations to encourage efficient and productive discussions. Had I seen the supervisor as a peer not an authority figure, I might have suspected to speak up.
5. Reconstructing – Planning the Future
This last step involves putting your insights into practice to improve future action. Take what you have learned and decide to act on it or change what you will do.
Key Questions:
- What will I do differently next time?
- How can I improve the outcomes when I find myself in a similar future situation?
- What actions can I take to put my learning into action?
Language Tip: Use future or present tense. Use verbs such as I will, I plan to, I intend to.
Example:
In the future, I will prepare a brief agenda before any time I am scheduled to have a supervision meeting, outlining my points to discuss. I will clearly state that these are my objectives at the beginning of the meeting. If time is an issue, I will prioritize my questions accordingly. This should help keep the conversation on track and more efficiently meet my objectives.