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.

Plan, Reflect, Repeat – HarperCollins Publishers UK

By asking ourselves these three simple questions we can begin to analyse and learn from our experiences. Firstly we should describe what the situation or experience was to set it in context. This gives us a clear idea of what we are dealing with. We should then reflect on the experience by asking 'so what?' - what did we learn as a result of the experience? The final stage asks us to think about the action we will take as a result of this reflection. Will we change a behavior, try something new or carry on as we are?It is important to remember that there may be no changes as the result of reflection and that we feel that we are doing everything as we should. This is equally valid as an outcome and you should not worry if you can't think of something to change. A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together. Trying out new methods or approaches in the classroom can create new learning opportunities. These changes can be as simple as varying a small activity or as adventurous as changing your whole approach or plan.Consider what the students really understood and enjoyed about the lesson, and why. How do you know improvements have been made? By getting involved in the reflective process, you will create an environment of partnership-working as you question and adapt both your own practice and that of your students and other colleagues. The learning process then becomes an active one as you are more aware of what you want your students to achieve, delivering results which can be shared throughout the institution.

Plan, Reflect, Repeat: The Whittaker Journal - Goodreads

Reflecting on your teaching will help you to understand how your students best learn and will allow you to be accountable for their progress. By assessing the strengths and weaknesses in your own teaching, you will develop an awareness of the factors that control and prevent learning. 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 Once you start the reflective process, your quality of teaching and learning will improve. You will take account of students’ various learning styles and individual needs, and plan new lessons based on these. Reflection helps focus on the learning process, so learning outcomes and results will improve as you reflect on how your learners are learning.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. I am proud to say that the RTPI has been very supportive of its staff and its Members during the last two years, acting with an abundance of caution, but maintaining the status of the profession, converting to an online then a hybrid way of working to keep the show on the road. We created lots of free, online CPD opportunities during the last two years and provided free online modules for everyone on health and wellbeing in RTPI Learn. We immediately converted our face to face masterclasses into a longer, online version, maintaining the high quality, in depth approach in a small group setting. We have updated our masterclass programme for 2022 and are repeating the most popular masterclasses as well as two new topics of Applied Urban Design Analysis, and Planning for Elected Members. You can find further information about our masterclass programme here. This could be a whole task or something specific about a task. Some practical ideas include changing the task from independent work to paired work, adding a scaffold to a challenging task, providing instructions step by step, and making activities time based. By reflecting, you will develop abilities to solve problems. Through questioning and changing the way you deliver your lessons, you will find new solutions and become more flexible with your teaching. It allows you to take time to assess and appreciate your own teaching.

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

Some practical examples include coloured pens, larger paper, handouts, cut-up activities, specialised equipment. 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. is complementary to the PDCA and DMAIC models of quality improvement, as described in this article. 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. 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.

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Consider what will you need to do before and during the lesson to make sure your changes happen. What will the students be doing differently to make sure they make progress? 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. As a reflective practitioner you will continuously review the learning process to make sure all students make maximum progress. While working through this document you may have identified a model which appeals to you. Formal and informal assessments take place continually, from daily teacher assessments to six-week progress reports to annual standardized tests. Teachers also can access comparative data on the electronic database to identify trends. High-need students are monitored by a special child study team. As well as using a model of reflection, you can carry out other reflective activities to develop your practice. These can include the following.