Reflection should trigger discussion and co-operation. As a reflective practitioner you will continuously review the learning process to make sure all students make maximum progress.
While working through this document you may have identified a model which appeals to you. As well as using a model of reflection, you can carry out other reflective activities to develop your practice.
These can include the following. Self-questioning Asking yourself questions can help you understand the effect and efficiency of your teaching. Experimenting with new ideas Trying out new methods or approaches in the classroom can create new learning opportunities. These changes can be as simple as varying a small activity or as adventurous as changing your whole approach or plan. Discussing with students Drawing on student feedback will make sure your reflections are focused on your students.
By reflecting with students, you allow them to play an active part in their learning and gain insight into what needs to improve to support student development. Observing your colleagues can also provide new ideas and approaches which you can try in your own practice. How could you use their techniques in your practice? These are sometimes referred to as the five Rs.
If you are new to reflective practice, it will help to ask yourself the following questions. Reacting How will I decide what area of my practice I need to focus on?
Recording logging your reflections How will I assess my performance? Will this take the form of an observation, discussion or shared planning? How will I record this? Will this be recorded by yourself, a peer or a student? How will I log this? What documents will you use to record your reflections? For example, a journal, notebook or form provided by your school or institution. When will I log this?
Will your reflections be logged straight after the lesson, during or before the lesson? How often will you record these reflections?
Reviewing understanding your current teaching methods What worked well and how do I know this? Consider what the students really understood and enjoyed about the lesson, and why. How do you know improvements have been made? What did not work as planned? Consider what the students did not get involved with or find challenging, and why.
What could I try next time? How could you adapt the activity? Some practical ideas include introducing a different task, clearer instructions, time-based activities and activities which appeal to different learning styles. Revising adapting your teaching by trying new strategies What will I change or adapt?
This could be a whole task or something specific about a task. Some practical ideas include changing the task from independent work to paired work, adding a scaffold to a challenging task, providing instructions step by step, and making activities time based.
Reworking action plan of how you can put these ideas in place in a practical way How will I put this in place? Consider what will you need to do before and during the lesson to make sure your changes happen. What will the students be doing differently to make sure they make progress? What materials do I need? What things will you need to put your revised ideas into practice? Some practical examples include coloured pens, larger paper, handouts, cut-up activities, specialised equipment.
Reassessing understanding how these new strategies affected learning How successful were the new strategies? Once you have redelivered the lesson, consider how engaged the students were. How well did they understand this time? What changed? Consider the following areas of potential change: delivery, planning and assessment.
Here are some activities to help you to further explore reflective practice. Learning journal What is it? A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together.
What happens? After each lesson you record your thoughts and feelings regarding the lesson. If you find that only a few of the questions are helpful for you, focus on those.
However, by thinking about each stage you are more likely to engage critically with your learning experience. This model is a good way to work through an experience.
This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future. For each of the stages of the model a number of helpful questions are outlined below.
You might have other prompts that work better for you. Here you have a chance to describe the situation in detail.
The main points to include here concern what happened. Your feelings and conclusions will come later. Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.
The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it. It seems natural to me that this is also the case in groups.
Brookfield, S. San Francisco: Jossey Bass. Centre for the Advancement of Interprofessional Education. Gibbs G Learning by Doing: A guide to teaching and learning methods.
London: FEU. Journal of Advanced Nursing. Adult Education Quarterly 32 1 : Mezirow J An overview of transformative learning. Crowther Editors Lifelong learning: Concepts and context. New York: Routledge. Rolfe, G. Basingstoke: Palgrave Macmillan. It encourages you to consider assumptions Criticisms are: It may not be suitable for quick reflections on-the-go or for beginners.
London: Sage. Like this: Like Loading OT Models: Applying theories in practice. All aboot Statistics. This model is similar to one used by small children when learning basic concepts such as hot and cold. They may touch something hot, be burned and be more cautious about touching something which could potentially hurt them in the future.
Kolb, D. Upper Saddle River: Prentice Hall. The final model builds on the other three and adds more stages. It is one of the more complex models of reflection but it may be that you find having multiple stages of the process to guide you reassuring.
Gibb's cycle contains six stages:. As with other models, Gibb's begins with an outline of the experience being reflected on. It then encourages us to focus on our feelings about the experience, both during it an after.
The next step involves evaluating the experience - what was good or bad about it from our point of view? We can then use this evaluation to analyse the situation and try to make sense of it. This analysis will result in a conclusion about what other actions if any we could have taken to reach a different outcome.
The final stage involves building an action plan of steps which we can take the next time we find ourselves in a similar situation. Gibbs, G. Think about the models outlined above. Do any of them appeal to you or have you found another model which works for you? Do you find models in general helpful or are they too restrictive?
A word of caution about models of reflective practice or any other model. Although they can be a great way to start thinking about reflection, remember that all models have their downsides. A summary of the pros and cons can be found below:. These are just some of the reflective models that are available. You may find one that works for you or you may decide that none of them really suit.
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