Reflective PracticeModels of reflection

Models of Reflection

Models of Reflection

• Gibbs (1988)

• Kolb (1984)

• Johns’ (1994)

Gibbs (1988)

Gibbs (1988)• Confronts practitioners to consider their normal way

of thinking and responding within the situation towards gaining insight into self and practice (Johns 2005 p18).

Gibbs (1988)• Confronts practitioners to consider their normal way

of thinking and responding within the situation towards gaining insight into self and practice (Johns 2005 p18).

• It’s simple and encourages a clear description of the situation

Gibbs (1988)• Confronts practitioners to consider their normal way

of thinking and responding within the situation towards gaining insight into self and practice (Johns 2005 p18).

• It’s simple and encourages a clear description of the situation

• Analyses feelings

Gibbs (1988)• Confronts practitioners to consider their normal way

of thinking and responding within the situation towards gaining insight into self and practice (Johns 2005 p18).

• It’s simple and encourages a clear description of the situation

• Analyses feelings

• An evaluation of the experience/makes sense of the experience

Gibbs (1988)• Confronts practitioners to consider their normal way

of thinking and responding within the situation towards gaining insight into self and practice (Johns 2005 p18).

• It’s simple and encourages a clear description of the situation

• Analyses feelings

• An evaluation of the experience/makes sense of the experience

• Examines what you would do if the situation arose again.

Gibbs (1988)• Confronts practitioners to consider their normal way

of thinking and responding within the situation towards gaining insight into self and practice (Johns 2005 p18).

• It’s simple and encourages a clear description of the situation

• Analyses feelings

• An evaluation of the experience/makes sense of the experience

• Examines what you would do if the situation arose again.

Description What happened?

Conclusion What else could

I have done?

Action Plan If the situation arose again what

would I do?

Feelings What was I thinking and

feeling?

Evaluation What was good and bad about the situation ?

Analysis What sense could be made of the

situation ?

Gibbs Model of

Reflection

Kolb (1984)

Kolb (1984)

• A cycle that refers to a process whereby individuals, teams and organisations attend to and understand their experiences and consequently modify their behavior.

Kolb- The learning cycle

Kolb- The learning cycleConsists of four cardinal points and can be entered from any direction:

Kolb- The learning cycleConsists of four cardinal points and can be entered from any direction:

1. Experiencing or immersing oneself in the doing of the task

Kolb- The learning cycleConsists of four cardinal points and can be entered from any direction:

1. Experiencing or immersing oneself in the doing of the task

2. Reflecting or stepping back from the task and reviewing what has been done and experienced

Kolb- The learning cycleConsists of four cardinal points and can be entered from any direction:

1. Experiencing or immersing oneself in the doing of the task

2. Reflecting or stepping back from the task and reviewing what has been done and experienced

3. Conceptualisation involves interpreting the events that have been noticed and understanding the relationship among them

Kolb- The learning cycleConsists of four cardinal points and can be entered from any direction:

1. Experiencing or immersing oneself in the doing of the task

2. Reflecting or stepping back from the task and reviewing what has been done and experienced

3. Conceptualisation involves interpreting the events that have been noticed and understanding the relationship among them

4. Planning enables taking the new understanding and translates it into predictions about what is likely to happen next or what actions should be taken to refine the way the task is handled

Kolb

KolbThis cycle is an effective team reflection model, allowing:

KolbThis cycle is an effective team reflection model, allowing:

• Doing- teams are engaged in team task/interaction

KolbThis cycle is an effective team reflection model, allowing:

• Doing- teams are engaged in team task/interaction

• Reflection- The team use ‘public’ reflections and open dialogue to share perceptions of the occurrence

KolbThis cycle is an effective team reflection model, allowing:

• Doing- teams are engaged in team task/interaction

• Reflection- The team use ‘public’ reflections and open dialogue to share perceptions of the occurrence

• Interpretation- The team increases cohesiveness and develops a common culture

KolbThis cycle is an effective team reflection model, allowing:

• Doing- teams are engaged in team task/interaction

• Reflection- The team use ‘public’ reflections and open dialogue to share perceptions of the occurrence

• Interpretation- The team increases cohesiveness and develops a common culture

• Planning- The team engages in joint planning, decision making and express commitment to action

Kolb Learning cycle, 1984

Johns’ (1994)

Johns’ (1994)

• The ‘paradigm’ model is intended to enable the grounded theory researcher to think systematically about complex data at an appropriate level of precision and density. It enables the practitioner to tell there story while encouraging them to identify what is significant and reflect upon the feelings induced (Johns and Freshwater 1998 Pg4)

Johns’ (2000) Model of structured reflection

Johns’ (2000) Model of structured reflection

• This model can be used as a guide for analysis of critical incident or indeed general reflection on experience and is useful for more complex decision making

Johns’ (2000) Model of structured reflection

• This model can be used as a guide for analysis of critical incident or indeed general reflection on experience and is useful for more complex decision making

• Johns’ suggests that- The need for learners to be supported through their learning experience/guided reflection and that students should maintain and reflective diary

Johns’ cont’d

Johns’ cont’d

• Sharing reflections on learning experiences allows for greater understanding of those experiences can be achieved than by reflection as a lone exercise!

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