  This paper describes a tool, the Guided Reflection Form (GRF), which was used
to promote reflection in a modeling-based physics course. Each week, students
completed a guided reflection and received feedback from their instructors.
These activities were intended to help students become better at the process of
reflection, developing skills that they could apply in their future learning.
We analyzed student reflections: (1) to provide insight into the reflection
process itself and (2) to describe common themes in student reflections. Most
students were able to use the GRF to reflect on their learning in meaningful
ways. Moreover, the themes present in student reflections provide insights into
struggles commonly faced by physics students. We discuss the design of the GRF
in detail, so that others may use it as a tool to support student reflections.
