Evaluation The evaluation section gives the opportunity for the practitioner to discuss what went well and analyse practice. It is also important to consider areas needed for development and things that did not work out as initially planned.
Analysis This section is where the practitioner makes sense of the experience. They consider what might have helped the learning or hindered it. It is in this stage that the practitioner refers to any relevant literature or research to help make sense of the experience. For example, if you felt the instructions you gave were not clear, you could consult educational research on how to communicate effectively.
Conclusion At this stage, the practitioner draws all the ideas together. They should now understand what they need to improve on and have some ideas on how to do this based on their wider research. Action plan During this final stage, the practitioner sums up all previous elements of this cycle. They create a step-by-step plan for the new learning experience. The practitioner identifies what they will keep, what they will develop and what they will do differently. The action plan might also outline the next steps needed to overcome any barriers, for example enrolling on a course or observing another colleague.
In Gibbs' model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation.
This is carried out during the lesson rather than reflecting on how you would do things differently in the future. This is an extremely efficient method of reflection as it allows you to react and change an event at the time it happens. For example, in the classroom you may be teaching a topic which you can see the students are not understanding. Your reflection-in-action allows you to understand why this has happened and how to respond to overcome this situation.
Reflection-in-action allows you to deal with surprising incidents that may happen in a learning environment. It allows you to be responsible and resourceful, drawing on your own knowledge and allowing you to apply it to new experiences.
It also allows for personalised learning as, rather than using preconceived ideas about what you should do in a particular situation, you decide what works best at that time for that unique experience and student. Reflection-on-action , on the other hand, involves reflecting on how practice can be developed after the lesson has been taught.
Reflection-on-action means you reflect after the event on how your knowledge of previous teaching may have directed you to the experience you had. Reflection-on-action should encourage ideas on what you need to change for the future.
You carry out reflection-on-action outside the classroom, where you consider the situation again. This requires deeper thought, for example, as to why the students did not understand the topic. It encourages you to consider causes and options, which should be informed by a wider network of understanding from research.
By following any of the above models of reflection, you will have a questioning approach to teaching. You will consider why things are as they are, and how they could be. You will consider the strengths and areas of development in your own practice, questioning why learning experiences might be this way and considering how to develop them.
As a result, what you do in the classroom will be carefully planned, informed by research and previous experience, and focused, with logical reasons. All of these models stress the importance of repeating the cycle to make sure knowledge is secure and progression is continued.
The reflections you make will directly affect the next lesson or block of teaching as you plan to rework and reteach ideas. Ask yourself: What did not work? How can I adapt this idea for next time? This might mean redesigning a task, changing from group to paired work or reordering the lesson.
You should be reflecting on things as they happen in the classroom. Ask yourself: What is working well? What are the students struggling with? Do the students fully understand my instructions? If not, why not? Do the students fully understand the task? Do your students ultimately understand what success looks like in the task or activity? Can they express this for themselves?
You will reteach and reassess the lessons you have taught, and this will allow students the chance to gain new skills and strengthen learning. Creating evaluation models will help you to know whether the actions you have taken have had the intended effect. You should plan to draw on your own strengths and the best practice of colleagues, which you then apply to your own teaching. Try any of the reflection models listed in this unit to help you progress.
By getting involved in a supportive network everyone will develop. You can draw on the support of colleagues by asking them to observe and give feedback. You can also draw on student feedback. Reflection should trigger discussion and co-operation.
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All rights reserved. The Open University is authorised and regulated by the Financial Conduct Authority in relation to its secondary activity of credit broking. Skip to main content. Search for free courses, interactives, videos and more! Free learning from The Open University. Featured content. Free courses. All content. Course content. About this free course 5 hours study. Level 3: Advanced. It can help with the issue of 'self-talk'. We all have a little voice inside our heads which reminds us of all the things we could have done differently in certain situations.
Reflecting on an experience can help to put this voice to use as we learn from what we have done and move forward. It gives you areas to improve on or develop. Whether you are a student or in the workplace you will find that you are constantly being asked for ways in which you can develop your knowledge and skills. Undertaking reflections can help you to think about areas that you can work on as well as what you are doing well.
Students are often asked to reflect as part of their assignments or coursework. Your tutor may give you an exercise where you have to think about a topic in relation to your own experiences or you may have to reflect on something as part of a general essay question. Reflection can help you to be more creative and try new things. It's very easy to get stuck in a rut and it can be helpful to think about what you are doing and why you are doing it. This can help to spark new ideas and ways of thinking.
Human nature means that we all make assumptions about people and situations. Taking a step back and reflecting can help you to challenge some of these assumptions and see things from a new perspective. Reflection is a key part of emotional intelligence - the ability to understand and remain in control of our emotions. This is a useful skills to have both for our own wellbeing and when working with others. Hopefully you can learn from them and move on rather than dwelling on what happened.
Mae hyn er mwyn cefnogi dysgu dyfnach am yr hyn a ddigwyddodd a pham. Yn y pen draw, mae ymarfer myfyriol yn galluogi gweithiwr i ddysgu o'r hyn a ddigwyddodd i ddatblygu a gwella ei ymarfer yn y dyfodol. Mae ymarfer myfyriol yn ein galluogi i feithrin gwell ymwybyddiaeth ohonom ni ein hunain, ein gwybodaeth a'n dealltwriaeth, ein sgiliau a'n cymwyseddau, a'n harferion yn y gweithle yn gyffredinol. Fel rhan o'r broses, byddwn yn:. In reflective practice, we need to consider: knowledge — what we know or do not know skills — how able we are at doing something or not practices — how we behave or perform a task.
Wrth ymgymryd ag ymarfer myfyriol, mae angen i ni ystyried y canlynol: gwybodaeth — beth rydym yn ei wybod neu nad ydym yn ei wybod sgiliau — i ba raddau rydym yn gallu gwneud rhywbeth neu na allwn wneud rhywbeth arferion — sut rydym yn ymddwyn neu'n cyflawni tasg.
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