How do i reference gibbs

Related Articles: Open Access. Creative Education Vol. DOI: Open Access. Open Access Library Journal Vol. Reflection has positive outcomes of shared meanings, greater coordination, and clearer communications. When teams reflect together, they gain insights and coordinate their actions to accomplish change. Significance: It allows students to see the importance of their own learning process.

Motivation: Reflection provides students with motivation to learn and enjoy the process of learning. This motivation comes from them reflecting on their thoughts, feelings and emotions.

Reflecting helps you to develop your skills and review their effectiveness, rather than just carry on doing things as you have always done them. It is about questioning, in a positive way, what you do and why you do it and then deciding whether there is a better, or more efficient, way of doing it in the future.

Teach the Language of Self-Reflection Empower students to self-reflect by teaching them vocabulary that lends itself to that reflection. Use play experiences to mirror actions. When a child is playing, play right along with them! Use this tactic only when the child is in a positive mood. Skip to main content. Search: Search. Reflection Toolkit. So what? Now what? Contact us. It covers 6 stages: Description of the experience Feelings and thoughts about the experience Evaluation of the experience, both good and bad Analysis to make sense of the situation Conclusion about what you learned and what you could have done differently Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

Below is further information on: The model — each stage is given a fuller description, guiding questions to ask yourself and an example of how this might look in a reflection Different depths of reflection — an example of reflecting more briefly using this model This is just one model of reflection. Gibbs' reflective cycle. For an assessed written group-work assignment, my group 3 others from my course and I decided to divide the different sections between us so that we only had to research one element each.

We therefore had to rewrite most of the assignment to make it a coherent piece of work. We had given ourselves enough time before the deadline to individually write our own sections, however we did not plan a great deal of time to rewrite if something were to go wrong.

Therefore, two members of the group had to drop their plans that evening so the assignment would be finished in time for the deadline. Before we came together and realised we still had a lot of work to do, I was quite happy and thought we had been smart when we divided the work between us.

I was certain it was going to work, and therefore I had little motivation to actually do the rewriting. Given that a couple of people from the group had to cancel their plans I ended up feeling quite guilty, which actually helped me to work harder in the evening and get the work done faster. The things that were good and worked well was the fact that each group member produced good quality work for the agreed deadline. Moreover, the fact that two people from the group cancelled plans motivated us to work harder in the evening.

I learned that when a group wants to divide work, we must plan how we want each section to look and feel — having done this would likely have made it possible to put the sections together and submit without much or any rewriting.

Lastly, I learned that we sometimes have to challenge the decisions we seem to agree on in the group to ensure that we are not agreeing just because of groupthink. Action plan — if it arose again, what would you do?. When reflecting there are a few key things to consider: Make time to reflect.

Value the benefits it may bring to your practice. Use a structure only if you feel comfortable doing so. Write notes — even if these are short, bullet points and in informal language, that is fine. Within this book he developed a What, So What, Now What sequence of reflective education that also acts as a framework for reflective practice.

What are the steps of Driscoll model of reflection? What exactly happened? What exactly did you do? Was someone else involved? Was it a good experience? Or bad? Or both? And why?. You are in a lecture and keep being distracted by thinking about what to have for lunch!