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Models of reflective practice

The document introduces two models of reflective practice: Kolb’s Action Learning Cycle and Gibbs’ Reflective Cycle. Kolb's model emphasizes a cyclical learning process through four stages: Concrete experiences, Reflective observation, Abstract conceptualization, and Active experimentation. Gibbs' model outlines six steps for reflection: Description, Feelings, Evaluation, Analysis, Conclusion, and Action plan, highlighting the importance of open questions in fostering deeper insights.

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David Kanamugire
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8 views

Models of reflective practice

The document introduces two models of reflective practice: Kolb’s Action Learning Cycle and Gibbs’ Reflective Cycle. Kolb's model emphasizes a cyclical learning process through four stages: Concrete experiences, Reflective observation, Abstract conceptualization, and Active experimentation. Gibbs' model outlines six steps for reflection: Description, Feelings, Evaluation, Analysis, Conclusion, and Action plan, highlighting the importance of open questions in fostering deeper insights.

Uploaded by

David Kanamugire
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Models of reflective practice

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The different models of reflective practice focus on:

 Retrospection: thinking back on the situation or the experience


 Self-evaluation: analysing and evaluating actions and feelings
 Reorientation: deciding on future strategies for similar
situations or experiences.1

We will explore these two reflective practice models:

1. Kolb’s Action Learning Cycle


2. Gibbs’ Reflective Cycle

We will look at Kolb first.

Kolb's Action Learning Cycle


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Based on the concept of experiential learning this model


explores the cyclical pattern of all learning; from Experience,
through Reflection and Conceptualising, to Action and on to
further Experience and is based on the premise that people
learn best from experience (learning-by-doing).2

The Kolb Action Learning Cycle comprises four different stages


of learning from experience and can be entered at any point but all
stages must be followed in sequence for successful learning to take
place.

The Learning Cycle suggests that it is not sufficient to have an


experience in order to learn. It is necessary to reflect on the
experience, to make generalizations and formulate concepts which
can then be applied to new situations.
This learning must then be tested out in new situations. The learner
must make the link between the theory and action by planning,
acting out, reflecting and relating it back to the theory.

Consider the four stages of learning but remember they are cyclical in
nature:

1. Concrete experiences - this refers to doing or having an


experience.
2. Reflective observation - this is when we review or reflect on
the experience.
3. Abstract conceptualisation - this is when we come to
conclusions about, or learn from, the experience.
4. Active experimentation - in this step we plan or try out what we
have learned.

In Kolb’s cycle we then return to concrete experiences … and


the process continues.

Gibbs' Reflective Cycle


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Gibbs proposes six key steps to reflection:

1. Description: What happened


2. Feelings: What did you think and feel about it?
3. Evaluation: What were the positives and negatives?
4. Analysis: What sense can you make of it?
5. Conclusion: What else could you have done?
6. Action plan: What will you do next time?
Now think of a recent situation you experienced and complete the
worksheet using Gibbs’ reflective cycle.

The situation can be one where you were experiencing some


difficulty or a situation which you handled which went really well. It
could be a conversation with someone that went wrong or a briefing
or presentation to a superior officer which really went well.

Fill in the gaps


Is there anything you're unsure of or would like to know more
about? Your fellow learners might be able to help! Ask a question in
the comments below. Help others by reading and responding to
their questions if you can.
The central role of questions
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Another aspect of the reflective process to consider is the


central role of questions.

Reflective practice is about curiosity which is a critical attitude of


effective professionals and leaders.

There is neither a right nor a wrong way of reflective thinking,


there are just questions to explore.3

Asking questions encourages open conversations with yourself and


with others that generate ideas and reflections.

Open questions
Open questions are particularly helpful to open us up to an infinite
number of possible insights and solutions.

Open questions invite a deeper exploration of behaviours, feelings


and thoughts.

Open questions start with What, How and Why?


 What happened?
 How did the situation unfold?
 Why did the situation happen?

Think about a recent simple problem you’ve faced and note down
your answers the what, how and why questions above. You can
then try to apply this to more difficult problems you’ve encountered.

Example of a simple problem: you were late for work.

Time to reflect
After the last few steps, we'd love you to take a moment to pause
and reflect on your learning experience so far. Share any thoughts
you have below.
Reply
Summary
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This week, we have introduced two models of reflective


practice to understand the process of reflection.

We learned that Kolb’s Action Learning Cycle is cyclical in nature,


compromising four different stages of learning from experience and
can be entered at any point but all stages must be followed in
sequence for successful learning to take place.

Gibb’s Reflection Model proposed six key steps to reflection, and


prompted us to consider the following when we reflect on any
situation:

1. Description: What happened


2. Feelings: What did you think and feel about it?
3. Evaluation: What were the positives and negatives?
4. Analysis: What sense can you make of it?
5. Conclusion: What else could you have done?
6. Action plan: What will you do next time?

We have also identified the importance of the type of questions we


ask which can lead to deep and insightful learning.

References:

1. Quinn, FM (2000) The Principles and Practice of Nurse Education. (4th Ed) Stanley Thornes.

2. Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development New Jersey, Prentice Hall.

3. University of New South Wales. (2019) Reflective Writing. https://student.unsw.edu.au/reflective-writing.

Next week, we will unpack how to become a reflective practitioner.

Discussion for learning


What have you learned so far? Share a list of 2-3 key points in the
discussion below. Has anyone else shared similar points?

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