Kolb and Gibbs have both proposed models of reflective practice which aim to get the best results from the learning of the teacher and students

Kolb and Gibbs have both proposed models of reflective practice which aim to get the best results from the learning of the teacher and students. Each model of reflection aims to unpick learning to make links between the ‘doing’ and the ‘thinking’. David Kolb developed a four-stage reflective model which uses reflection to gain conclusions and ideas gained from experience. The cycle involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations. The cycle’s final step is putting into practice what has been learnt through reflection by making abstract concepts concrete and testing them in the classroom thus creating new and active experiences. Using both experiences and educational literature aids in reflection make a change in teaching practice. (See Appendix C)

Gibbs (1998) further developed on Kolb and devised a six-stage approach which includes description of the experience through to conclusions and considerations for future teaching. Gibbs further broken down the model to include teacher reflection on own thoughts and feelings which reference teaching practice. By drawing all the ideas together, the next steps for new learning can be devised. I found both Kolb and Gibbs’ models helpful in breaking down the process of reflection into steps. (See Appendix D)