Here practitioners should consider the strengths of the experience and areas of development. This should lead to… The formation of abstract concepts.
The practitioner needs to make sense of what has happened. They should do this through making links between what they have done, what they already know and what they need to learn. The practitioner should draw on ideas from research and textbooks to help support development and understanding.
They could also draw on support from other colleagues and their previous knowledge. Practitioners should modify their ideas or devise new approaches, based on what they have learnt from their observations and wider research.
The final stage of this cycle is when… The practitioner considers how they are going to put what they have learnt into practice. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. The cycle is then repeated on this new method.
It is not simply enough for you to reflect. This reflection must drive a change which is rooted in educational research. Gibbs' reflective cycle The theoretical approach of reflection as a cyclical model was further developed by Gibbs This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events.
Gibbs' model is an effective tool to help you reflect after the experience, and is a useful model if you are new to reflection as it is broken down into clearly defined sections. Description In this section, the practitioner should clearly outline the experience. This needs to be a factual account of what happened in the classroom. It should not be analytical at this stage. Feelings This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event.
Here the practitioner should explain feelings and give examples which directly reference the teaching experience. It is important the practitioner is honest with how they feel, even if these feelings might be negative. Only once the feelings have been identified can the practitioner implement strategies to overcome these barriers.
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.
When they practice this kind of reflection over a period of time, the information can be illuminating. Some teachers keep a daily journal while others simply jot down notes about issues that they had in class. At the end of a teaching unit, once the teacher has graded all assignments, he may want to take some time to reflect on the unit as a whole. Answering questions can help guide teachers as they decide what they want to keep and what they want to change the next time they teach the same unit.
Sample questions can include:. At the end of a semester or school year, a teacher may look back over the students' grades in order to try and make an overall judgment about the practices and strategies that are positive as well as areas that need improvement.
Reflecting on what went right and wrong with lessons and units—and classroom situations in general—is one thing. However, figuring out what to do with that information is quite another.
Time spent in reflection can help ensure that this information can be used to produce real change and for growth to occur. There are several ways teachers can use the information they learned about themselves through reflection. They can:.
Reflection is an ongoing process and someday the evidence may provide more specific guidelines for teachers. Reflection as a practice in education is evolving, and so are teachers. Actively scan device characteristics for identification.
Classroom Observations: Any instructor at Yale may request an observation with feedback from a member of the Poorvu Center staff. Observations are meant to be non-evaluative and promote reflection. They begin with a discussion in which the instructor describes course goals and format as well as any issues or teaching practices that are of primary concern.
This initial discussion provides useful context for the observation and the post-observation conversation. Basow, S. Student evaluations of college professors: When gender matters.
Journal of Educational Psychology, 87 4 : Bias in student evaluations. Kite Ed. Society for the Teaching of Psychology. Brookfield, S. Becoming a Critically Reflective Teacher, 2nd ed. It would be of little value for example, to attempt to recall the proportion of Yes-No Questions to WH-Questions a teacher used during a lesson, or to estimate the degree to which teacher time was shared among higher and lower ability students.
Many significant classroom events may not have been observed by the teacher, let alone remembered, hence the need to supplement diaries or self-reports with recordings of actual lessons. A reflective approach to teaching involves changes in the way we usually perceive teaching and our role in the process of teaching. Teachers who explore their own teaching through critical reflection develop changes in attitudes and awareness which they believe can benefit their professional growth as teachers, as well as improve the kind of support they provide their students.
Like other forms of self-inquiry, reflective teaching is not without its risks, since journal writing, self-reporting or making recordings of lessons can be time-consuming.
However teachers engaged in reflective analysis of their own teaching report that it is a valuable tool for self-evaluation and professional growth. Reflective teaching suggests that experience alone is insufficient for professional growth, but that experience coupled with reflection can be a powerful impetus for teacher development.
You might find, as you progress, that there is an area of knowledge you need to know more about. So never be afraid to ask for help or advice. Roseli is an enthusiastic educator in Brazil. Graduated in English and Portuguese, she works as an ELT consultant, teacher trainer, materials writer, Cambridge examiner and e-moderator.
She truly believes in life-long learning and teacher development. Roseli Serra of Richmond Share Blog discusses some different ways that teachers can participate in reflective teaching to improve […].
I am grateful that I go through it.. I have been clear n able to summit my own experiences in school in this manner. Thank you for your vualuable knowledge.
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