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Students have to gain feedback and reflect on this to discuss their perspective. We have a PS that relates specifically to students reflecting on learning progress. Reflection is built in throughout our course.

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Reflection is an Assessment Type in Community Connection, and is assessed in Performance standards for Integrated Learning.

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We have embedded some Gibb's Reflective questioning into our SAT2 formative tasks.

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This subject has a 10-minute oral reflection that would be enhanced using the Gibbs cycle. I plan to revise the existing questions following Gibbs.

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1HEW10 has 2 Performance Standards for Reflective Practice

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It is an important part as it is an assessment type and is a performance standard.

Reflection is embedded throughout the stage 2 course and plays a role in career development.

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Reflection should almost be a standard expectation of IOLs. How do you know what students have taken away from their lesson if they're not encouraged to process and reflect?

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I think it also aligns with recent discussions about our school values - life long learners, learning how to learn etc

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Some Gibbs prompts may help to give ideas to prompt reflection for some learning activities - e.g. Students participating in an event, or collaborative learning.

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We utilise the Gibbs model of reflection as there are clear segments, with easy to understand steps that students find achievable. It also lends itself to teacher student conversations and places value on the student experience.

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We will be trialling using the more formalised structure, with the added inclusion of 'perspective' to align with our PS. Reflection was already built into the course, so this is more of a step to provide those reflective questions we were already using, in a structure that might become familiar to students if NTSDE embeds the cycle as an expectation - reducing cognitive demand, as stated in the PD.

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HEAL Health has integrated Gibbs into SAT 2. There are structured, sequenced lessons and activities that support students to understand the cycle and then use it to create their own reflection.

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HEAL Health SAT 2 - students plan and run a practical activity, then reflect on their learning and goals, using Gibbs

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As a school, if we look to utilise this as a systemic model, can we create a shared bank of resources that could be differentiated across school/subject? e.g. Was great to hear about SWI's sentence stems!

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1. Writer's statement

2. Reflection at the end of a recount

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As it is cyclical, its valuable to help students realise they may commence the process at any stage. The practice of learning this cycle gives confidence and ability to progress or move to the following stages

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I don't know enough about it, to suggest how we might integrate it. I guess if we have to, then we will have to read the materials, get to grips with it all and go from there. Might have to look at how the HEAL subjects have integrated it into their courses if it's been successful there and do it in a similar way.

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I have embedded it in two formative tasks and two summative tasks. I have created examples using it.

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This is good way to improve student grades and skills such as organisation.

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Perhaps as part of IOL discussions to consolidate learning

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I find this is an easy way to incorporate it. Questions are simple

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University of York Careers and Placements

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I have not specifically used Gibbs, I prefer Blooms as it offers more flexibility and aligns well to performance standards. Whichever model is used, it's important the if reflection is an assessible element, that students are guided to reflect in a way that meets these performance standards. Short, ongoing reflections after each task work well. Also, individual coaching conversations to guide students.

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This subject has a 10-minute oral reflection for SAT 1 which I feel would be enhanced by adopting the Gibbs cycle. I plan to revise the present questions for 2025.

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Reflection is used in Arts across a range of assessment types. Students are required to reflect on their processes, successes and failures, and their experiences and learning.

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Incorporating feelings/emotions! This is discussed with students during IOLs, but often not translated to the final written component.

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Stage 1 and explorations - reflection and critique of own learning in music.

Stage 2 Studies - Reflection on musical influences and synthesis of findings.

Stage 2 Performance - critique and evaluation of own learning within music.

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The Gibbs model is useful during the creative process, however, is too touchy-feely for the final write-up. Music reflection generally needs to be more analytic.

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Always.

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I have used this type of modeling when students have planned and led an activity, e.g an outdoor activity, a BBQ etc

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Not a question, but an observation. Our recent PGPs were an example of how NTSDE is using reflective practise. If you look closely at the headings on the TRB/DoE document, each column heading outlines the different stages of reflection, even if it may not be specifically Gibbs' version.

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We can model being reflective by verbalising what we are thinking, why we are completing an action (or NOT doing an action), and/or how we are feeling. Usually, kids (students) need to see it first in others before they can begin to do this themselves.

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Definitely.  Would like my Stage 2 students to reflect on their metacognition.

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Definitely.  Would like my Stage 2 students to reflect on their metacognition.