TABLE 1.

Reflective writing scheme and students’ exemplary reflections.

Dimension 1	Short-term related reflections
	Awareness	Evaluation	Regulation
Cognitive level	We were asked to read a text by Victor Frankel and to note two main topics. The topics we chose were “The Existential Vacuum” and “The Search for Meaning.”	I didn’t assimilate what we should “throw out” and what we should keep. In other words, how to distinguish between what was insignificant and what was important. This is important in writing a study–knowing how to sort the material, to distinguish what is most or least important.	It was difficult for me to understand the material, but after I asked the lecturer during the assignment, I understood what I had to do and how to choose two main topics from the text. Maybe I should consult with the lecturer more often.
Behavioral level	At first it was difficult to divide the work. We decided to write down what needed to be done and then each person would say what she wanted to do and what she was good at.	The way we learned in the group was efficient. We knew what to do. We organized ourselves quickly. We met twice before presenting the assignment in class. We encountered a few problems even from the standpoint of language.	We learned the hard way that next time we have to plan the assignment down to the smallest detail and give everyone tasks to do.
Emotions (Affective level)	I felt that the group was taking advantage of me during group work on the project because I’m a perfectionist and tend to take on jobs myself.	I felt that way because I didn’t stand up for what I believed. It’s important to do that in a group. I wanted the project to succeed and I didn’t trust the other students to do their share.	I learned that I shouldn’t feel embarrassed or feel inferior. I have to ask when I don’t understand. It doesn’t have to be unpleasant when friends answer and explain things. When I feel better about asking questions, I’ll be able to contribute more to members of the group.
Dimension 2	Long-term related reflections
	Awareness	Evaluation	Regulation
Academic Development	It’s harder for me to read about a topic in an article. I feel that little by little I’m learning to mark the important sentences in the article.	During the exercise in philosophy, the lecturer asked for rationale for our argument. This was easy for me because it connected to the course in “Educational systems” in which we did an exercise in which we had to present rationale for our opinion, and then present rationale for the opposing position.	As time went by, I understood the need to think about the processes in the lesson. I developed critical thinking while writing reflections. It helped me a lot in understanding the material. I discovered not only what I understood more or understood less, but also what helps me understand things well and what I need to do.
Professional Development	I learned how much reflection improves my learning. I know that when I become a teacher, I will teach reflection to my students. I will teach them how to write a reflection and see to it that they write a reflective diary.	I’m sure that I will take the skills I have learned such as critical thinking with me when I become a teacher, but I will adapt them to the young age of the children I want to teach.	I think that I can develop my writing and thinking abilities through learning. This is very important to my future as a teacher. There are lessons in which I feel I have lost track, but when I begin writing at the end of the lesson and draw a connection to examples in real life, it helps me keep on track and even understand things better.
Personal Development	I learned that it’s good for me to think about what I learned, and that I’m capable as well. It compelled me to think about what I understood and what I didn’t, and about why. I saw that it’s really good for me to devote 10 min to what occurred in class and to answer the questions because I feel that I am teaching myself. The amount of difficulties I have declined dramatically from the first to the second semester.	I went to speak with the lecturer after we finished showing the presentation in front of the class. I told her that I understood that I can do it, that I have something to say to the other members of m group, that my statements have power, and that people listen to me and that I felt strong.	I am thinking and beginning to use this technique as the father of my teenage children. Instead of getting angry I ask them to stop and think for a minute and write an explanation. I haven’t tried it yet, but it’s an idea.
Multicultural Development	This lesson was interesting for me, particularly because we talked about Christianity, how it was born. I am a Christian, so I was drawn to this lesson.	The group consisted of people from different sectors and therefore gave depth to the work. It gave me added value of learning about different cultures from each other. I learned that language and respect are viewed differently in Arab and Jewish culture.	Through difficulties we discovered that common explanations contribute to understanding the material and depth of learning among all members of the group (Jews and Arabs). Students who understand more, explain again and again in their own words, they try to look for other words (in their mother tongue) to explain, everyone listens to everyone else, and conducts a discussion. This undoubtedly contributes to understanding and clarifying the material. Finally, we became connected and established a positive and supportive study atmosphere. Because of this, we didn’t notice that we had been sitting together for a long time.