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Disadvantages of Brookfield's 1995 model of reflection

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Disadvantages of Brookfield's 1995 model of reflection

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1. Cannot be immediately drawn upon and requires time and effort to engage in.

2. Time is not considered drawback so this is often not a commodity that teachers have abundance.

3. With perspective and observation of of three different entities added to engagement with relevant scholarly literature, the model cannot be applied to reflection in action

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1. Concrete Experience - At this stage, the learner shows personal involvement with others in everyday situations. In concrete situations, learner tends to depend more on feelings, open-mindedness, and adaptivity to change, rather than on a systematic approach to situations and problems.

2. Reflective Observation - At this stage, learners understand situations and ideas from different points of view. They depend on objectivity, patience, and careful judgment but do not essentially take any action. The learners create an opinion on basis of their feelings and thoughts.

3. Abstract Conceptualization - At this stage, learners use ideas, logical approaches, and theories, rather than interpersonal issues or feelings, to understand situations or problems. In most cases, they depend on systematic planning and building ideas and theories to solve practical issues and problems.

4. Active Experimentation - At an active stage, the learners show an active learning experience by experimenting with different situations. At the active experimentation stage, the learners take a practical approach, rather than simply observing a situation.

Teachers can use the experiential learning cycle to teach students within various education courses. By teaching students about this pedagogical approach, teachers can encourage students to become better problem solvers.

Kolb’s learning theory provides immense opportunity for the students to recognize their preferred style of learning.

One disadvantage of this learning style is to accommodate a range of learning styles within a group of the learner. In other words, a teacher, trainer, or educator may find it difficult to apply all the four learning styles of Kolb in a group of the learner because every learner has his or her own learning style preference.

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1. Students' eye: Seeing through the eyes of the learners' point of view using questionnaire, perception and minuute papers to reflect on student's response.

2. Colleagues' perspective when working together closely as peers: This invites collegial peer visits and feedback and also participate in learning communities.

3. Theory: Using advanced vocabulary for teaching practice and gaining more awareness of their teaching context, padagogies, strategies and resources.

4. Documenting personal experience: Can include creating an autobiography as a learner. Thinking about: description, thoughts and feelings, evaluation, analysis, conclusion and action plan

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Donald schon formulated a new epistemology of practice founded on knowing-in-learning and reflection-in-action, a theory which has had a considerable amount of impact.

He also made contributions to organised learning working with theorists in action and on single/double loop learning.

He suggests that by reflection-in-action, professionals reflect on unexpected experiences and conduct experiments which serve to generate both a new understanding of the experience and a change in the situation.

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Driscoll's What Model

Driscoll developed this model in the mid-1990s.He based this model on three questions:

What?

So what?

Now what?

By asking ourselves these three simple questions we can begin to evaluate and learn from our experiences. Firstly we should describe what the experience was to set it in context which gives us an idea of what we are dealing with. On second stage, we should then reflect on the experience by asking 'so what?' - what did we learn as a result of the experience? The final stage requires us to think about the action we will take as a result of this reflection. Will we change a behaviour, try something new or carry on as we are? However, there may not be any change 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 we should not worry if we can't think of something to change.

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5 stages for model made by professor Gibbs

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5 stages for model made by professor Gibbs

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1. description -Why who what

2. Feelings- What did you why this situation took place, what other people felt.

3. Evaluation- Think about negative and what went well

4. Conclusion- How could this have been more positive experience for everyone

5. Action- How you would you deal with similar situation, more effectively in future

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Gibbs reflective cycle was developed by Graham Gibbs in 1998.

He offers a framework for reflecting on experiences.

This is comprised of six stages:

Description

Feelings

Evaluation

Analysis

Conclusion

Action Plan

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These leaning styles are defined as

Diverger

Assimilator

Converger

Accommodator

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Advantages of Brookfield's model of reflection

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Advantages of Brookfield's model of reflection

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-Holistic approach to teaching

-Taking into consideration the student's point of view

-Peer review for teachers can re-energize their teaching practice, particularly for those who are in their mid to late career, and may have fallen into certain habits or routines.

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Kolb's experiential learning theory and learning style inventory (LSI)

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Kolb's experiential learning theory and learning style inventory (LSI)

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It is based on

Concrete experience

Reflective Observation

Abstract Conceptualisation

Active Experimentation

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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.

Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

Gibbs model of reflection is easy to understand and easy to use.

While the model has components of evaluation and analysis, these are simply defined. Evaluation and analysis should present an opportunity for critical thinking – but this is largely absent.

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The critically reflective process happens when teachers discover and examine their assumptions by viewing their practice through four distincts

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4 stages of model

Active experimentation

Concrete experience

Reflective observation

Abstract conceptualization

Kolb (1984) views learning as an integrated process, with each stage mutually supporting and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence.

It can help you identify your learning style and preferences, and adapt your strategies accordingly. It can help you integrate theory and practice, and apply your learning to new situations.

Can be time-consuming and demanding, and require a lot of self-discipline and motivation.