reflect on my roles as student in the university based on Gibbs theory
1.1 Introduction:
Reflective practice is "the capacity to reflect on action so as to engage in a process of continuous learning", which, according to the originator of the term, is "one of the defining characteristics of professional practice”, Schön, D. (1983)
Reflective practice can be an important tool in practice-based professional learning settings where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer, may be the most important source of personal professional development and improvement. I am going to reflect on my roles as student In the university, The reflective model I have chosen to use is Gibbs model (Gibbs 1988).
Graham Gibbs discussed the use of structured debriefing to facilitate the reflection involved in Kolb 's "experiential learning cycle". He presents the stages of a full structured debriefing as follows:
(Initial experience)
Description:
"What happened? Don 't make judgments yet or try to draw conclusions; simply describe."
Feelings:
"What were your reactions and feelings? Again don 't move on to analysing these yet."
Evaluation:
"What was good or bad about the experience? Make value judgements."
Analysis:
"What sense can you make of the situation? Bring in ideas from outside the experience to help you."
"What was really going on?"
"Were different people 's experiences similar or different in important ways?"
Conclusions (general):
"What can be concluded, in a general sense, from these experiences and the analyses you have undertaken?"
Conclusions (specific):
"What can be concluded about your own specific, unique, personal situation or way of working?"
Personal action plans:
"What are you going to do differently in this type of situation next time?"
"What steps are you going to take on the basis of what you have learnt?" Gibbs, G. (1998), Gibbs, G. (2001).
Gibbs ' suggestions are often cited as Gibbs ' reflective cycle or Gibbs ' model of reflection
Reflective practice is "the capacity to reflect on action so as to engage in a process of continuous learning", which, according to the originator of the term, is "one of the defining characteristics of professional practice”, Schön, D. (1983)
Reflective practice can be an important tool in practice-based professional learning settings where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer, may be the most important source of personal professional development and improvement. I am going to reflect on my roles as student In the university, The reflective model I have chosen to use is Gibbs model (Gibbs 1988).
Graham Gibbs discussed the use of structured debriefing to facilitate the reflection involved in Kolb 's "experiential learning cycle". He presents the stages of a full structured debriefing as follows:
(Initial experience)
Description:
"What happened? Don 't make judgments yet or try to draw conclusions; simply describe."
Feelings:
"What were your reactions and feelings? Again don 't move on to analysing these yet."
Evaluation:
"What was good or bad about the experience? Make value judgements."
Analysis:
"What sense can you make of the situation? Bring in ideas from outside the experience to help you."
"What was really going on?"
"Were different people 's experiences similar or different in important ways?"
Conclusions (general):
"What can be concluded, in a general sense, from these experiences and the analyses you have undertaken?"
Conclusions (specific):
"What can be concluded about your own specific, unique, personal situation or way of working?"
Personal action plans:
"What are you going to do differently in this type of situation next time?"
"What steps are you going to take on the basis of what you have learnt?" Gibbs, G. (1998), Gibbs, G. (2001).
Gibbs ' suggestions are often cited as Gibbs ' reflective cycle or Gibbs ' model of reflection
References: Gibbs, G. (2001). Learning by Doing: A Guide to Teaching and Learning Methods [monograph online]. Reproduced by the Geography Discipline Network. Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods, Oxford Centre for Staff and Learning Development, Oxford Polytechnic. London: Further Education Unit. ISBN 1-85338-071-7. Section 4.3.5 Schön, D. (1983) The Reflective Practitioner, How Professionals Think In Action, Basic Books. ISBN 0-465-06878-2.