Some practical ideas include introducing a different task, clearer instructions, time-based activities and activities which appeal to different learning styles. The final model builds on the other three and adds more stages. It is one of the more complex models of reflection but it may be that you find having multiple stages of the process to guide you reassuring. Gibb's cycle contains six stages: Reflection-in-action is reflection during the ‘doing’ stage (that is, reflecting on the incident while it can still benefit the learning). 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. The practitioner considers how they are going to put what they have learnt into practice. The practitioner’s abstract concepts are made concrete as they use these to test ideas in future situations, resulting in new experiences. 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. Reflection is a cyclical process, meaning you grow and adapt. 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.

Getting started with Reflective Practice - Cambridge community Getting started with Reflective Practice - Cambridge community

Being reflective helps you challenge your own practice as you will justify decisions and rationalise choices you have made. Reflective practice develops your ability to understand how your students learn and the best ways to teach them. By reflecting on your teaching, you identify any barriers to learning that your students have. You then create lessons which reteach any content which your students have not been able to access to allow them to overcome any obstacles and develop.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. This evaluation should consider both the practitioner’s learning and the students’ learning. Drawing on support from colleagues will allow you to cement understanding and get involved with others’ ideas and best practice. Part 2: This webcast compares and connects PDCA to other methodologies, including DMAIC, lean, and ISO 9001. 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.

Austen Embroidery by Jennie Batchelor, Alison Larkin Jane Austen Embroidery by Jennie Batchelor, Alison Larkin

Part 1: This introduction walks through the PDCA cycle’s origins in the scientific method, as well as its connection to the Deming-Shewhart cycles. Kolb’s model aims to draw on the importance of using both our own everyday experiences and educational research to help us improve. It is not simply enough for you to reflect. This reflection must drive a change which is rooted in educational research. One of the requirements of RTPI Membership is that everyone follows the Code of Conduct and carries out regular Continuing Professional Development (CPD). At the RTPI we describe CPD as 'the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional and technical duties throughout the practitioners working life'. Again, I would argue that in the last two years, many people have had no choice but to broaden their knowledge, learn how to use new technologies, and develop new skillsets, sometimes overnight. Shared planning is where you draw on support from colleagues to plan lessons together. You draw on each other’s best practice to help create innovative and improved lessons.The theoretical approach of reflection as a cyclical model was further developed by Gibbs (1998). This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events. While most of the core principles are similar to Kolb’s, Gibbs' model is broken down further to encourage the teacher to reflect on their own thoughts and feelings.

Plan, Reflect, Repeat: The Whittaker Journal - Goodreads

A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together. Observations are when someone assesses your practice through watching it in action. These observations should have a very specific focus, for example the quality of questioning or the quality of student-led activities. This focus can then be specific, measured, reflected upon and revised to make sure your students make progress. Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action. Reflective practice also helps create confident students. As a result of reflecting, students are challenged as you use new methods in the classroom. From reflection, you should encourage your students to take new challenges in learning, developing a secure and confident knowledge base. Reflection is a basic part of teaching and learning. It aims to make you more aware of your own professional knowledge and action by ‘challenging assumptions of everyday practice and critically evaluating practitioners’ own responses to practice situations’ (Finlay, 2008). The reflective process encourages you to work with others as you can share best practice and draw on others for support. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them.

Stewardship And Sustainability: Serigraph's Journey To ISO 14001 ( Journal for Quality and Participation) By utilizing ISO 14001 and Lean Six Sigma, including the PDCA cycle, as templates for continuous environmental improvement, a variety of actions are taken to become a socially responsible organization (SRO) and minimize Serigraph Inc.’s environmental footprint