Plan, Reflect, Repeat: The Whittaker Journal

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The final model builds on the other three and adds more stages. It is one of the more complex models of reflection but it may be that you find having multiple stages of the process to guide you reassuring. Gibb's cycle contains six stages:

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At this stage, the practitioner draws all the ideas together. They should now understand what they need to improve on and have some ideas on how to do this based on their wider research. In this example, the "act" step is "standardization." When goals are met, the curriculum design and teaching methods are considered standardized. Teachers share best practices in formal and informal settings. Results from this cycle become input for the "analyze" phase of the next A+ Approach cycle. PDCA Resources What documents will you use to record your reflections? For example, a journal, notebook or form provided by your school or institution. Reflection-in-action is reflection during the ‘doing’ stage (that is, reflecting on the incident while it can still benefit the learning). This is carried out during the lesson rather than reflecting on how you would do things differently in the future. This is an extremely efficient method of reflection as it allows you to react and change an event at the time it happens. For example, in the classroom you may be teaching a topic which you can see the students are not understanding. Your reflection-in-action allows you to understand why this has happened and how to respond to overcome this situation.Reflecting and responding to your reflections will directly affect your students as you change and adapt your teaching. You will reteach and reassess the lessons you have taught, and this will allow students the chance to gain new skills and strengthen learning. Creating evaluation models will help you to know whether the actions you have taken have had the intended effect. Tell Me About It ( Quality Progress) Based on the PDSA cycle, this article introduces the plan-do-study-act-export (PDSA-X) cycle, which supports the collaborative pursuit of excellence across organizational boundaries, geography and time. Case Studies

PLAN, ACT, REFLECT (THEN REPEAT) - Center For Strategic PLAN, ACT, REFLECT (THEN REPEAT) - Center For Strategic

This section is where the practitioner makes sense of the experience. They consider what might have helped the learning or hindered it. It is in this stage that the practitioner refers to any relevant literature or research to help make sense of the experience. For example, if you felt the instructions you gave were not clear, you could consult educational research on how to communicate effectively. Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action. As with other models, Gibb'sbegins with an outline of the experience being reflected on. It then encourages us to focus on ourfeelings about the experience, both during it an after. The next step involves evaluating the experience - what was good or bad about it from our point of view? We can then use this evaluation to analyse the situation and try to make sense of it. This analysis will result in a conclusion about what other actions (if any) we could have taken to reach a different outcome. The final stage involves building an action plan of steps which we can take the next time we find ourselves in a similar situation. Another simple model was developed by Driscoll in the mid-1990s. Driscoll based his model of the 3 What's on the key questions asked by Terry Borton in the 1970s: By working with other colleagues and students, relationships become positive and demonstrate mutual respect. Students feel part of the learning cycle and are more self-aware. Colleagues can ‘team up’, drawing on expertise and support. This will develop the whole institution’s best practice. All of these things together result in a productive working environment.The "align" step asks what the national and state standards require and how they will be assessed. Teaching staff also plans curricula by looking at what is taught at earlier and later grade levels and in other disciplines to ensure a clear continuity of instruction throughout the student’s schooling.

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Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008). Ask a student to keep a learning journal of their lessons. This journal could include what they enjoyed, how they felt in the lesson, what they understood and engaged with, what they still need more help with, what they liked about the lesson and things they thought could have been better. Kolb’s model aims to draw on the importance of using both our own everyday experiences and educational research to help us improve. It is not simply enough for you to reflect. This reflection must drive a change which is rooted in educational research. Reflection-on-action means you reflect after the event on how your knowledge of previous teaching may have directed you to the experience you had. The theoretical approach of reflection as a cyclical model was further developed by Gibbs (1998). This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events. While most of the core principles are similar to Kolb’s, Gibbs' model is broken down further to encourage the teacher to reflect on their own thoughts and feelings.

Will this be decided by looking at data, each learner’s performance or an aspect of the curriculum? Kolb's model (1984)takes things a step further. Based on theories about how people learn, this modelcentreson the concept of developing understanding through actual experiences and contains four key stages: A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together. 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.

Plan, Execute, Reflect, Repeat – Geoff Schroder Blog Plan, Execute, Reflect, Repeat – Geoff Schroder Blog

The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas. It encourages you to develop an understanding of different perspectives and viewpoints. These viewpoints might be those of students, focusing on their strengths, preferences and developments, or those of other colleagues, sharing best practice and different strategies.

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All these approaches are explained in the ‘Next steps’ section and provide a guide of how to carry out reflective practice, using the following. Variations: plan-do-study-act (PDSA) cycle, Deming cycle, Shewhart cycle. Understand the evolution of these variations.