The first type will be referred to henceforth as critical reflection-in-action (CRiA) and the second as adaptive reflection-in-action (ARiA). It is a time to reflect on activities or events of a moment in time and explore feelings, thoughts, reactions and impact of our current and future selves. “Reflection on action is the retrospective contemplation of practice undertaken in order to uncover the knowledge used in a particular situation, by analyzing and interpreting the information recalled.” (Burns and Bulman, Show More. Reflection in Action involves expanding middle school students’ knowledge about health and public health issues, while at the same time recognizing students’ roles as leaders in the community and providing an opportunity for students to create using the arts and explore STEM career fields. These activities are collectively called reflection-in-action. In addition to his collaboration with Argyris – which led to three books and the idea of double loop learning; he also focused on reflection. It is typical when something is going wrong or you are nervous about something new or out of the ordinary and you cannot help yourself thinking about it, but practitioners rarely formalize the process. It therefore sounds a lot like clinical reasoning – where reflection differs is that the problem solving leads to a change in the practitioner’s view of self, values and beliefs. However, the concepts underlying reflective practice are much older. The purpose of Reflection-in-Action is to reflect upon what one has learned or how one has performed as compared with one’s expectations or goals. Indeed, the two more commonly cited aspects of Schon’s theory are ‘reflection in action’ and ‘reflection on action’ (see Figure 1). This assignment will provide an opportunity for students to share their experiences, thoughts, feelings and learning moments from this course. 3. Reflection in action means to think about or reflect while you are carrying out the activity. An introduction to Donald Schon's interpretation of reflective practice and the act of reflection. It is important to acknowledge this potential variation in Schön's descriptions of RiA, so both types will be considered below as potential vehicles for practitioner learning. These highly valuable approaches address post-practice reflection or what Schön (1983) refers to as “reflection on action”, that is a thinking episode taking place after the event and re-evaluating it so as to gain insight for improvement in the future. Donald Schön's 1983 book The Reflective Practitioner introduced concepts such as reflection-on-action and reflection-in-action which explain how professionals meet the challenges of their work with a kind of improvisation that is improved through practice. To study the role of reflectionin-action to identify and rectify professional - mistakes during teaching practicum. Reflection-in-action involves using analysis of observation, listening and/or touch or ‘feel’ to problem solve. Importantly, rather than seeing them as separate, Schön often invokes both … This study was conducted to achieve the following objectives: 1. As suggested by the names, reflection in action occurs during the event, whereas reflection on action occurs afterwards. A Reflection-in-Action is a reflective process where one able to reflect and act from our experiences. As the teacher is currently engaged in direct classroom teaching, the teacher is also conducting reflection activities. 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