Gibbs Model Of Reflective Practice

Reflection is a process of ‘reviewing, analysing and evaluating experiences, drawing upon theoretical concepts or previous learning, in order to inform future actions’ (White, Laxton, and Brooke, 2013, p1). Scales (2014) postulates that reflective practice enables teachers to better understand the abilities and requirements of their learners. Equally, by engaging in reflective practice teachers are enabled to plan, respond and evolve teaching approaches which are informed by experience and theory (Mcgregor, 2012; Helyer, 2015). Nevertheless, reflective practice should not be adopted as means of justifying existing practice (Finlay, 2008), indeed, to achieve meaningful reflection, an individual must be analytical, self-aware and critically evaluative

Though it may be conjectured that Kolb’s (Kolb, 2013) and Moon’s (Moon, 2000) reflective models provide greater structure, Gibbs’ model acknowledges the role of personal sentiments in on-going reflection, arguably, thereby facilitating a more personal introspection (Brown, 2015; The Open University, 2016). Nevertheless, with relation to the emotional aspects of reflection, it must be noted that there is a risk of bias which must be addressed in order to ensure impartiality (Duffy, 2010). These considerations notwithstanding, reflection will be conducted, within the context of this paper, using the Gibbs’ cycle reflective model (see example in Appendix 2). This paper will reflect upon the process of planning and creating a video documentary which explores the issues pertaining to Grammar School education and its potential influences on social mobility and children’s emotional

Burt asserted that intelligence was an inherited trait and could, therefore, be determined through the process of examinations (Gillard, 2011). The concept of a fixed ‘inherited intelligence’ contrasts starkly with Dweck’s growth mind-set philosophy, whereby, intelligence can be adapted and developed over time through a process of effort and determination (Dweck, 2016). Growth mind-set theory demonstrates a more holistic view of learning, which is more in line with my own personal educational philosophy. Furthermore, the implication, inherent with the 11+ examination, that academic intelligence is of higher status than other aptitudes, juxtapose Gardner’s Multiple Intelligences (Davis et al., 2011), a theory to which I subscribe (see Appendix 1.-). Though my parents attended grammar school and gave favourable accounts of their experiences, nevertheless, the emphasis on purely academic intelligence (ascertained by means of the 11+) is at odds with my personal educational philosophy (see Appendix 1.-). Furthermore, the information, gleaned from my initial enquiries, suggested that the issues concerning grammar schooling are complex and would bear further investigation, thus, grammar schools became focus of my