Reflective Practice

Reflective Models

Introduction

In the realm of education and psychology, various models attempt to capture the intricate process of learning. Kolb’s Experiential Learning Theory, Boud’s Reflection Model, and Graham Gibbs’ Reflective Cycle offer distinct perspectives on how individuals absorb and internalize knowledge. The purpose of this blog post is to compare and contrast each model, and to ultimately conclude that Graham Gibbs’ Reflective Cycle is the best model for me.

Kolb’s Experiential Learning Theory

As a theory developed in the 1970s, David A. Kolb asserts that learning is a continuous process involving four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Although Kolb’s model emphasizes both thinking and doing as part of the learning process, some critics claim that it simplifies the complexity of learning experiences too much.

Boud’s Reflection Model

As part of David Boud’s model of reflection, he emphasizes the importance of critical reflection. Among Boud’s suggested actions are returning to the experience, attending to feelings, re-evaluating the experience, and integrating new learning into future actions. While Boud’s model emphasizes deep, meaningful reflection, some believe it may be better suited to certain situations.

Graham Gibbs’ Reflective Cycle

The Reflective Cycle was invented by Graham Gibbs in the 1980s and consists of six phases: description, feelings, evaluation, analysis, conclusion, and action plan. In Gibbs’ model, emotions are explored thoroughly and future actions are explicitly planned, adding layers of depth to the reflective process. As a result of its comprehensiveness, this model has been praised for its ability to be applied to diverse learning situations.

My Preferred Model: Graham Gibbs’ Reflective Cycle

Graham Gibb’s Reflective Cycle is particularly adaptable and comprehensive among these three models. It provides a versatile tool for various learning scenarios because of its specific stages for emotions and action planning, which enhance the depth of reflection. By explicitly considering feelings, a valuable dimension is added, acknowledging the emotional component of learning. As well as providing a clear pathway for applying new knowledge, creating an action plan provides a structured approach for formulating an action plan.

Conclusion

As a result, Graham Gibbs’ Reflective Cycle aligns well with my preference for a holistic and systematic approach to reflection, even though each model has its merits. In spite of this, it’s important to note that the effectiveness of these models may vary based on the individual’s learning style, the context of the learning experience, and the reflection goals.


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