Collaborative Task - Gibbs Model of Reflection
- 1. 2014 International Reflective–Reflexive Practice Education Conference
- 2. Overview and Description of Theory
- 3. Overview and Description of Theory Continued Generally, adhering to the guidelines of the theory will ultimately evoke in a learner the autonomous reflexes to : challenge suppositions explore novel approaches and ideas connect practice and theory utilize critical thinking and analytical skills, that are all encompassed in the amelioration of the learner profile. (Lia, P. (n.d.))
- 4. Implications of Gibbs Model of Reflection Allows the practitioner to learn from experience. The questions are narrow and require professional, experienced guidance Encourages systematic thinking about the phases of an experience or activity. Because of the lack of detailed questions at the different stages, a more elaborate model will be required to pursue deeper reflection. Opportunity to view the various perspectives on a given experience issue or action At Stage 2 the introspection required may be frightening and intimidating to some as it requires an open and honest view of oneself. Allows the practitioner to have a more balanced and precise judgement At the Analysis Stage the practitioner may choose to repress or overlook an unpleasant event that may have occurred. ADVANTAGES DISADVANTAGES
- 5. DESCRIPTION What Happened? Jenny’s Story FEELINGS What was she thinking and feeling? EVALUATION What was good and bad about the experience? ANALYSIS What else could she make of the situation? ACTION PLAN If it rose again what should she do? CONCLUSION What else could have been done? E F F E C T I V E N E S S
- 7. Reasons why the theory was chosen Collectively, the model was chosen because: • It allows us to be more articulate in our approaches to life scenarios, to look at cases from a number of perspectives as well as to take action in handling those cases if they were to recur in the future. • It makes it easier to practice reflection both in our academic and professional lives due to the simplicity and straight forward points of analysis.
- 8. CONCLUSION To recap, this evening we looked at Gibbs Model of Reflection. We not only introduced you to this amazing model but we touched on both the Advantages and Disadvantages. We also spoke on the effectiveness of such a model in the Educational Forum. We, the Gibbs Models, implore you as reflective/reflexive practitioners to employ this model in other parts of your lives. Just a closing quote from Mr. Gibbs himself. ‘It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively.’ (Gibbs 1988)
- 9. References • Accessibility navigation. (n.d.). Retrieved November 4, 2014, from http://www.reading.ac.uk/internal/studyadvice/StudyResources/Practicebasedlearning/sta-reflectivethinking. aspx • Bluff, R., & Raynar, M. D. (2005). Decision Making in Midwifery Practice – Elsevier Limited • Finlay, L. (2008). Reflecting on ‘reflexive practice’. Practice Based Professional Learning Centre, 52, 1 – 27. • Lia, P. (n.d.). Using Gibbs Reflective Cycle. Retrieved November 4, 2014, from http://www.kcl.ac.uk/campuslife/services/disability/service/Using-Gibbs-Reflective-Cycle-in- Coursework.pdf • Pearson, J. (2012). HCAs: Developing Skills in Reflecting Writing. British Journal of Healthcare Assistants, 06 (03), 140-142. • Reflection. (n.d.). Retrieved November 2, 2014, from