{"id":515,"date":"2024-02-06T23:08:15","date_gmt":"2024-02-06T23:08:15","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/?post_type=chapter&#038;p=515"},"modified":"2024-04-18T23:32:31","modified_gmt":"2024-04-18T23:32:31","slug":"reflective-practice","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/chapter\/reflective-practice\/","title":{"raw":"Reflective Practice","rendered":"Reflective Practice"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAfter reading this chapter, you will be able to:\r\n<ul>\r\n \t<li>To interpret and examine the role of reflective practice in early years education.<\/li>\r\n \t<li>Define reflective practice and how it relates to your role as an early years professional.<\/li>\r\n \t<li>To review the study of reflective practice by examining theories and reflective models.<\/li>\r\n \t<li><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h1>Reflective Practice<\/h1>\r\n[caption id=\"attachment_37\" align=\"aligncenter\" width=\"500\"]<img class=\"wp-image-37\" style=\"color: #333333;background-color: #ffffff\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/01\/reflectivepractice.jpeg\" alt=\"Photo of the perspective in a car's rearview mirror.\" width=\"500\" height=\"334\" \/> <a href=\"https:\/\/unsplash.com\/photos\/1tTLrL50bpA\">Photo<\/a> by<a href=\"https:\/\/unsplash.com\/@mjskok?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\"> Michael Skok <\/a>is licensed under the<a href=\"https:\/\/unsplash.com\/license\"> Unsplash License<\/a>.[\/caption]\r\n<p style=\"text-align: center\"><span class=\"pullquote\"><span style=\"color: #000080\">Reflective practice is \u201ca dialogue of thinking and doing through which I become more skillful\u201d <em>- Donald Schon (1983)<\/em><\/span><\/span><\/p>\r\nHow often do you find yourself replaying the events of the day? Whether it is going through a conversation that happened with a colleague or thinking about how certain events led you to make a decision (Third, 2015). How are you feeling about your decisions? Often this process of reflection happens without us even knowing.\r\n\r\nReflection can be described as a learning tool, something that is going to help you to synthesize, explain, and make sense of something, while developing meaning from your experiences. It can be considered to be a professional competence, a skill but more likely a disposition. It is through examining our heart, our values and our thinking we can examine and rethink our pedagogical practice.\r\n\r\nReflective practice is not something that comes to us as a natural skill, and is not inherently comfortable for most of us. This resource is meant for the reader to uncover their own perspective on reflective practice to determine their own level of skill or disposition and to try out activities that will support an intentional way of being. The reader will be encouraged to question, to act on one\u2019s curiosity, to be a researcher and to ask the questions like, \"why am I doing what I am doing?\"\r\n\r\nReflective practice focuses on one\u2019s thoughts about their experiences, why things happened the way they did and how we can improve on these experiences. This resource will guide you through the basics of what reflective practice is, its benefits, how to integrate it into your everyday life and explore reflective tools such as writing, blogging, and creating a circle of professional support .\r\n\r\nAs the profession of early years education itself is experiencing transformation, educators too are looking to redefine and\u00a0 transform their practice. This resource will examine reflective practice through the lens of educators while investigating the theory of reflection and how reflective tools can support a practice from a psychological, social, spiritual and educational context.\r\n\r\nFinally, the research suggests there is evidence that writing can influence the ability of educators to elevate their reflective practice skills in their daily work with children, families and colleagues. Reflective writing prompts throughout this resource will allow the reader to examine and hold their thinking in place in order to have dialogue and reflect on their practice. As educators begin their journey through the reflective process, writing can act as a catalyst to embrace new skills and pedagogical practices (Third, 2015).\r\n\r\n[h5p id=\"4\"]\r\n\r\n[caption id=\"attachment_47\" align=\"aligncenter\" width=\"500\"]<img class=\"wp-image-47\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/01\/ImagebySheryl-300x240.jpg\" alt=\"Photo of a stack of books and a cup of coffee.\" width=\"500\" height=\"399\" \/> Photo by Sheryl Third <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC-BY-NC-SA<\/a>[\/caption]\r\n<p style=\"text-align: center\"><span class=\"pullquote\"><span style=\"color: #000080\">\u201cReflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning\u201d - <em>Donald Schon<\/em><\/span>\r\n<\/span><\/p>\r\n\r\n<h2><strong>Why Reflective Practice?<\/strong><\/h2>\r\nWe all undertake activities to think about our experiences, learn from them and develop a plan for what we will do or continue to do. Can you think of a time when you came home at the end of a week where everything had gone wrong? Or maybe when everything had gone well? What are your next steps?. Are you able to answer the question \"why am I doing what I am doing?\" In order to continue to develop a reflective practice within our workplace with colleagues, children and families we need to examine and understand the reasons for our reactions, our feelings and our interactions with others, which in turn leads us to becoming a reflective practitioner.\r\n\r\nReflective practice is something which has developed across many disciplines such as teaching, to learn from our experiences. There was a time when reflective practice would have been considered an optional skill or a desired disposition but over the past few years, reflective practice is no longer considered an optional skill but a required disposition.\r\n\r\nReflective Practice has been defined by many including Bolton (2014), Moon (2001), Rogers (2002) and Sch\u00f6n (1983). Reflective Practice is a systematic rigorous self-directed meaning-making process where a person moves from one experience to another through the development of insights and practice with the intention of coming to a deeper understanding of one\u2018s personal values and intellectual growth. Sch\u00f6n (1983) suggests that, in practice, reflection often begins when a routine response produces a surprise or an unexpected outcome. The surprise gets our attention, which may begin a process of reflection. Reflective practice is \u201ca dialogue of thinking and doing through which one becomes more skillful\u201d (Sch\u00f6n, 1983, p. 56).\r\n<div class=\"textbox shaded\">\r\n<h3><strong>Reflective Practice according to the College of Early Childhood Educators of Ontario\u00a0<\/strong><\/h3>\r\nAn approach used by educators to analyze and think critically about their professional practice with the intention to better understand and improve their practice. Reflective practice is thoughtful, action-oriented and often, a collaborative effort. Educators use reflective practice to plan, evaluate their strengths and challenges, make decisions and create change, if necessary. Self-reflection, critical reflection and collaborative inquiry are all important elements of reflective practice (College of ECE, 2017).\r\n\r\n<\/div>\r\nAlthough a definition of reflective practice has been included this is only one part of the reflective\u00a0 process. Reflection is a very personal skill or disposition\u00a0 and different people will define it in different ways. It is important to remember that there is no one 'correct' way of defining what reflection is or how it should be done as a lot of this will depend on your own personal circumstances and work environment. For this reason this resource will explore elements of reflective practice that will help the practitioner develop their own practice. In describing reflective practice, I have interchangeably referred to it as a skill and \/ or a disposition . This is related to the current literature and discourse that suggests reflection is not a natural skill but rather a way of being or disposition . It involves an evaluation of our ethics, values and feelings around experiences. We will explore this idea later in Chapter 6.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\"><strong>Dig Deeper<img class=\" wp-image-48 alignright\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/dig_deeper_icon_P1-300x300.png\" alt=\"\" width=\"124\" height=\"124\" \/><\/strong><\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nFor more information on this topic check out the resource links below.\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.college-ece.ca\/wp-content\/uploads\/2021\/10\/CPL_Reflective_Practice_Self_Directed_Learning-1.pdf\">Reflective Practice and Self-Directed Learning<\/a> by the College of Early Childhood Educators<\/li>\r\n \t<li><a href=\"https:\/\/www.cambridge-community.org.uk\/professional-development\/gswrp\/index.html#group-What-is-reflective-practice-JkLljNjh5g\">Getting started with Reflective Practice<\/a> by Cambridge International Education\r\nTeaching and Learning Team<\/li>\r\n \t<li>Research Article <a href=\"https:\/\/acrobat.adobe.com\/link\/review?uri=urn:aaid:scds:US:56ffb5d0-a4da-33ac-b688-2b3a51598915\">Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program<\/a> by Sophia Han, Jolyn Blank and Ilene R. Berson.<\/li>\r\n \t<li>The Ontario Ministry of Education. (2013). <a href=\"https:\/\/drive.google.com\/file\/d\/1S2JePKtamFIkjTL6NgVGFdmJhKHoVS04\/view\">Capacity Building Series: Culturally Responsive Pedagogy\u00a0<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Beginning Theories of Reflective Practice<\/h2>\r\n[caption id=\"attachment_58\" align=\"aligncenter\" width=\"595\"]<img class=\"wp-image-58\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/02\/Reflectionchapter3-300x168.jpg\" alt=\"Photo of a winding road.\" width=\"595\" height=\"333\" \/> <a href=\"https:\/\/unsplash.com\/photos\/A4iL43vunlY\">Photo<\/a> by<a href=\"https:\/\/unsplash.com\/@thematthoward?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\"> Matt Howard<\/a> is licensed under the<a href=\"https:\/\/unsplash.com\/license\"> Unsplash License<\/a>.[\/caption]\r\n<p style=\"text-align: center\"><span class=\"pullquote\"><span style=\"color: #000080\">\"We do not learn from experience. We learn from reflecting on experience.\"<strong> -<\/strong><em> John Dewey (1933)<\/em><\/span><\/span><\/p>\r\n\r\n<h3>John Dewey<\/h3>\r\nThe fundamental theories and models of reflection and reflective practice were born initially from the work of Dewey and Sch\u00f6n. A century ago, John Dewey emphasized the importance of involving the learner in reflection. He believed that our experiences shape us, and when reflective practice is part of learning, meaning and relevancy is created, which initiates growth and change (Dewey, 1933).\r\n<div class=\"textbox shaded\">\r\n\r\n[caption id=\"attachment_165\" align=\"aligncenter\" width=\"700\"]<a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2350\/2022\/02\/concept_of_experiential_learning.png\"><img class=\"wp-image-59\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/concept_of_experiential_learning-300x297.png\" alt=\"The Concept of Experiential Learning starts with disturbance or uncertainty then to definition of the problem then to formulation of a thesis to reasoning and testing and lastly idea concept. \" width=\"700\" height=\"693\" \/><\/a> Dewey's Learner in Reflection by Fanshawe College CC-BY-NC-SA (click to enlarge)[\/caption]\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\">\r\n<h2 class=\"textbox__header\" style=\"text-align: left\"><strong>Video: John Dewey<\/strong><\/h2>\r\n<div class=\"textbox__content\">Learn more about John Dewey's theories on education and learning by watching this <a href=\"https:\/\/www.youtube.com\/watch?v=SGjSMqwlP3E\">video by Davidsons Films, Inc. [3:56]<\/a> below\r\n[embed]https:\/\/www.youtube.com\/watch?app=desktop&amp;v=SGjSMqwlP3E&amp;feature=youtu.be[\/embed]\r\n\r\n<\/div>\r\n<\/div>\r\n<div><\/div>\r\n\r\n[caption id=\"attachment_62\" align=\"aligncenter\" width=\"500\"]<img class=\"wp-image-62\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/02\/3Pic2-300x200.jpg\" alt=\"Photo of a stack of books.\" width=\"500\" height=\"333\" \/> <a href=\"https:\/\/unsplash.com\/photos\/eMP4sYPJ9x0\">Photo<\/a> by<a href=\"https:\/\/unsplash.com\/@sharonmccutcheon?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\"> Sharon McCutcheon<\/a> is licensed under the<a href=\"https:\/\/unsplash.com\/license\"> Unsplash License<\/a>.[\/caption]\r\n<h3>Donald Sch\u00f6n<\/h3>\r\n<p style=\"text-align: left\">Sch\u00f6n (1983) based his work on that of Dewey and is most widely known for his theory of reflecting in and reflecting on one\u2019s practice. His theory was grounded in reflection from a professional knowledge and learning perspective (Bolton, 2014.p.6). In simple terms this is described as reflecting as the experience is occurring or reflecting on the experience after it has occurred. Reflecting in action refers to situations such as: thinking on your feet, acting straight away, and thinking about what to do next. Reflecting on action means you are thinking about what you would do differently next time, taking time to process (Bolton, 2014.p.6).<\/p>\r\n&nbsp;\r\n\r\n[caption id=\"attachment_62\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2350\/2022\/02\/reflective_practice.png\"><img class=\"wp-image-63\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/reflective_practice-300x258.png\" alt=\"Reflection in action is reflection as something happens and reflection on action is reflecting after something happens. \" width=\"500\" height=\"431\" \/><\/a> Image by Said Nasser Al-Amrani (2021) used under fair dealing for educational purposes.[\/caption]\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\" style=\"text-align: left\"><strong>Video: Reflective Practice<\/strong><\/h2>\r\n<\/header>\r\n<div class=\"textbox__content\">Learn more about reflective practice by watching the <a href=\"https:\/\/www.youtube.com\/watch?v=x2MfNE91jLk\">video: 3 minute theory by Kayak Essentials [3:32]<\/a> below.\r\n[embed]https:\/\/www.youtube.com\/watch?app=desktop&amp;v=x2MfNE91jLk&amp;feature=youtu.be[\/embed]\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n[caption id=\"attachment_231\" align=\"aligncenter\" width=\"625\"]<a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2350\/2022\/02\/800px-Kolbs_Experiential_Learning_CYCLE_9443035785.jpg\"><img class=\"wp-image-66\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/02\/800px-Kolbs_Experiential_Learning_CYCLE_9443035785-300x203.jpg\" alt=\"Kolb's Experiential Learning cycle includes: concrete experience, reflective observation, abstract conceptualization and active experimentation. \" width=\"625\" height=\"422\" \/><\/a> \u201c<a href=\"https:\/\/www.flickr.com\/photos\/gforsythe\/9443035785\">Kolb\u2019s Experiential Learning CYCLE<\/a>\u201d by<a href=\"https:\/\/www.flickr.com\/photos\/gforsythe\/\"> Giulia Forsythe<\/a> is licensed under<a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/\"> CC0 1.0<\/a>[\/caption]\r\n<h3>David Kolb<\/h3>\r\nKolb's model (1984) is based on theories about how people learn, this model centers on the concept of developing understanding through actual experiences and contains four key stages:\r\n<ol>\r\n \t<li>Concrete experience<\/li>\r\n \t<li>Reflective observation<\/li>\r\n \t<li>Abstract conceptualization<\/li>\r\n \t<li>Active experimentation<\/li>\r\n<\/ol>\r\nThe model argues that we start with an experience - either a repeat of something that has happened before or something completely new to us. The next stage involves us reflecting on the experience and noting anything about it which we haven't come across before. We then start to develop new ideas as a result, for example when something unexpected has happened we try to work out why this might be. The final stage involves us applying our new ideas to different situations. This demonstrates learning as a direct result of our experiences and reflections. This model is similar to one used by small children when learning basic concepts such as hot and cold. They may touch something hot, be burned and be more cautious about touching something which could potentially hurt them in the future.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\" style=\"text-align: left\"><strong>Video: Kolb's Reflective Cycle\u00a0<\/strong><\/h2>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nLearn more about Kolb's Reflective Cycle by watching the <a href=\"https:\/\/www.youtube.com\/watch?v=ObQ2DheGOKA\">video by Cheryl Reynolds [2:47] <\/a>below.\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=ObQ2DheGOKA[\/embed]\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n[caption id=\"attachment_69\" align=\"aligncenter\" width=\"500\"]<img class=\"wp-image-69\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/02\/Water_reflection_of_stringy_gray_and_white_clouds_in_a_pond_on_a_sand_beach_of_Don_Khon_at_sunrise_in_Laos-300x200.jpg\" alt=\"Water_reflection_of_stringy_gray_and_white_clouds_in_a_pond_on_a_sand_beach_of_Don_Khon_at_sunrise_in_Laos\" width=\"500\" height=\"333\" \/> <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Water_reflection_of_stringy_gray_and_white_clouds_in_a_pond_on_a_sand_beach_of_Don_Khon_at_sunrise_in_Laos.jpg\">Photo<\/a> by<a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Basile_Morin\"> Basile Morin<\/a> is licensed under<a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/deed.en\"> CC BY-SA 4.0<\/a>.[\/caption]\r\n<h3>Graham Gibbs<\/h3>\r\nThis model builds on the others 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 (1998) contains six stages:\r\n<ol>\r\n \t<li>Experience<\/li>\r\n \t<li>Feelings<\/li>\r\n \t<li>Evaluation<\/li>\r\n \t<li>Analysis<\/li>\r\n \t<li>Conclusion<\/li>\r\n \t<li>Action plan<\/li>\r\n<\/ol>\r\nAs with other models, Gibb's begins with an outline of the experience being reflected on. It then encourages us to focus on our feelings about the experience, both during it and 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 analyze 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.\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_69\" align=\"aligncenter\" width=\"1000\"]<a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2350\/2022\/02\/gibbs_reflective_cycle.png\"><img class=\"wp-image-70 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/gibbs_reflective_cycle.png\" alt=\"Gibb's Reflective Cycle includes: experience, feelings, evaluation, analysis, conclusion and action plan.\" width=\"1000\" height=\"605\" \/><\/a> Learning by Doing: A Guide to Teaching and Learning Methods by Fanshawe College CC-BY-NC-SA[\/caption]\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--key-takeaways\">\r\n<h2 class=\"textbox__header\" style=\"text-align: left\"><strong>Video: Gibb's Reflective Cycle for Self Development<\/strong><\/h2>\r\n&nbsp;\r\n<div class=\"textbox__content\">\r\n\r\nLearn more about Gibb's Reflective Cycle for Self Development by watching the <a href=\"https:\/\/www.youtube.com\/watch?v=D9d9HMGwjgk\">video by Alan Jones [4:42]<\/a> below.\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?app=desktop&amp;v=D9d9HMGwjgk&amp;feature=youtu.be[\/embed]\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\"><strong>Dig Deeper<\/strong><img class=\" wp-image-48 alignright\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/dig_deeper_icon_P1-300x300.png\" alt=\"\" width=\"121\" height=\"121\" \/><\/h2>\r\n<\/header>\r\n<ol>\r\n \t<li><a href=\"https:\/\/firstpeoplesprinciplesoflearning.wordpress.com\/learning-is-holistic-reflexive-reflective-experiential-and-relational-focused-on-connectedness-on-reciprocal-relationships-and-a-sense-of-place\/\">Learning as Reflective\" through First Peoples Principles of Learning<\/a><\/li>\r\n \t<li><a href=\"https:\/\/libguides.cam.ac.uk\/reflectivepracticetoolkit\/introduction\">Reflective Practice Toolkit - LibGuides at University of Cambridge Subject Libraries<\/a><\/li>\r\n \t<li><a href=\"https:\/\/dkit.ie.libguides.com\/reflective_practice\/Reflection\">Reflective Practice - LibGuides at Dundalk Institute of Technology<\/a><\/li>\r\n \t<li><a href=\"https:\/\/drive.google.com\/file\/d\/19WpK_33Ib_KzNggIVGKUcSqzMChqoZJs\/view?usp=sharing\">The effects of regular reflective writing on early childhood educators effectiveness in the workplace by Sheryl Third<\/a><\/li>\r\n<\/ol>\r\n<\/div>\r\n&nbsp;\r\n\r\n[h5p id=\"3\"]\r\n\r\n&nbsp;\r\n<div class=\"textbox\">\r\n<h3><strong>Sources<\/strong><\/h3>\r\nCollege of Early Childhood Educators (2017). Code of ethics and standards of practice: For registered early childhood educators in Ontario.<a href=\"https:\/\/www.college-ece.ca\/en\/Documents\/Code_and_Standards_2017.pdf\"> https:\/\/www.college-ece.ca\/en\/Documents\/Code_and_Standards_2017.pdf <\/a>\r\n\r\n<a href=\"https:\/\/www.open.edu\/openlearn\/education-development\/learning-teach-becoming-reflective-practitioner\/content-section-0?intro=1\">Learning to teach: becoming a reflective practitioner \u00a0 <\/a>by<a href=\"https:\/\/www.open.edu\/openlearn\/\"> The Open University<\/a> is licensed under the <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/deed.en_GB\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence<\/a>.\r\n\r\nSch\u00f6n, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.\r\n\r\n<a href=\"https:\/\/www.open.edu\/openlearn\/education-development\/learning-teach-becoming-reflective-practitioner\/content-section-0?intro=1\">Learning to teach: becoming a reflective practitioner<\/a> by<a href=\"https:\/\/www.open.edu\/openlearn\/\"> The Open University<\/a> is licensed under the <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/deed.en_GB\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence<\/a>.\r\n\r\n<a href=\"https:\/\/libguides.cam.ac.uk\/reflectivepracticetoolkit\/introduction\">Reflective Practice Toolkit<\/a> by<a href=\"https:\/\/www.libraries.cam.ac.uk\/\"> Cambridge University Libraries<\/a> is licensed under the<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\"> Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence<\/a>.\r\n\r\nSch\u00f6n, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 31.\r\n\r\nThird, S. (2015). \u201cThe effects of regular reflective writing on early childhood educators effectiveness in the workplace\u201d [Unpublished paper] Masters of Arts \u2013 Integrated Studies, Athabasca University.\r\n\r\nDewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D. C. Health\r\n\r\nAl-Amrani, S. N. (2021). Developing a framework for reviewing and designing courses in higher education: A case study of a post-graduate course at Sohar University. SSRN Electronic Journal.<a href=\"https:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=3811202\"> https:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=3811202<\/a>\r\n\r\nBolton, G. (2014). Reflective Practice: Writing and Professional Development (4th ed.). Los Angeles: SAGE.\r\n\r\nSch\u00f6n, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.\r\n\r\nKolb, D. A. (1984). Experiential learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.\r\n\r\nGibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. \u00a0London: Further Education Unit.\r\n\r\n<\/div>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>After reading this chapter, you will be able to:<\/p>\n<ul>\n<li>To interpret and examine the role of reflective practice in early years education.<\/li>\n<li>Define reflective practice and how it relates to your role as an early years professional.<\/li>\n<li>To review the study of reflective practice by examining theories and reflective models.<\/li>\n<li><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h1>Reflective Practice<\/h1>\n<figure id=\"attachment_37\" aria-describedby=\"caption-attachment-37\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-37\" style=\"color: #333333;background-color: #ffffff\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/01\/reflectivepractice.jpeg\" alt=\"Photo of the perspective in a car's rearview mirror.\" width=\"500\" height=\"334\" \/><figcaption id=\"caption-attachment-37\" class=\"wp-caption-text\"><a href=\"https:\/\/unsplash.com\/photos\/1tTLrL50bpA\">Photo<\/a> by<a href=\"https:\/\/unsplash.com\/@mjskok?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\"> Michael Skok <\/a>is licensed under the<a href=\"https:\/\/unsplash.com\/license\"> Unsplash License<\/a>.<\/figcaption><\/figure>\n<p style=\"text-align: center\"><span class=\"pullquote\"><span style=\"color: #000080\">Reflective practice is \u201ca dialogue of thinking and doing through which I become more skillful\u201d <em>&#8211; Donald Schon (1983)<\/em><\/span><\/span><\/p>\n<p>How often do you find yourself replaying the events of the day? Whether it is going through a conversation that happened with a colleague or thinking about how certain events led you to make a decision (Third, 2015). How are you feeling about your decisions? Often this process of reflection happens without us even knowing.<\/p>\n<p>Reflection can be described as a learning tool, something that is going to help you to synthesize, explain, and make sense of something, while developing meaning from your experiences. It can be considered to be a professional competence, a skill but more likely a disposition. It is through examining our heart, our values and our thinking we can examine and rethink our pedagogical practice.<\/p>\n<p>Reflective practice is not something that comes to us as a natural skill, and is not inherently comfortable for most of us. This resource is meant for the reader to uncover their own perspective on reflective practice to determine their own level of skill or disposition and to try out activities that will support an intentional way of being. The reader will be encouraged to question, to act on one\u2019s curiosity, to be a researcher and to ask the questions like, &#8220;why am I doing what I am doing?&#8221;<\/p>\n<p>Reflective practice focuses on one\u2019s thoughts about their experiences, why things happened the way they did and how we can improve on these experiences. This resource will guide you through the basics of what reflective practice is, its benefits, how to integrate it into your everyday life and explore reflective tools such as writing, blogging, and creating a circle of professional support .<\/p>\n<p>As the profession of early years education itself is experiencing transformation, educators too are looking to redefine and\u00a0 transform their practice. This resource will examine reflective practice through the lens of educators while investigating the theory of reflection and how reflective tools can support a practice from a psychological, social, spiritual and educational context.<\/p>\n<p>Finally, the research suggests there is evidence that writing can influence the ability of educators to elevate their reflective practice skills in their daily work with children, families and colleagues. Reflective writing prompts throughout this resource will allow the reader to examine and hold their thinking in place in order to have dialogue and reflect on their practice. As educators begin their journey through the reflective process, writing can act as a catalyst to embrace new skills and pedagogical practices (Third, 2015).<\/p>\n<div id=\"h5p-4\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-4\" class=\"h5p-iframe\" data-content-id=\"4\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"1.5  Reflective Practice\"><\/iframe><\/div>\n<\/div>\n<figure id=\"attachment_47\" aria-describedby=\"caption-attachment-47\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-47\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/01\/ImagebySheryl-300x240.jpg\" alt=\"Photo of a stack of books and a cup of coffee.\" width=\"500\" height=\"399\" \/><figcaption id=\"caption-attachment-47\" class=\"wp-caption-text\">Photo by Sheryl Third <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC-BY-NC-SA<\/a><\/figcaption><\/figure>\n<p style=\"text-align: center\"><span class=\"pullquote\"><span style=\"color: #000080\">\u201cReflective practice is the ability to reflect on one&#8217;s actions so as to engage in a process of continuous learning\u201d &#8211; <em>Donald Schon<\/em><\/span><br \/>\n<\/span><\/p>\n<h2><strong>Why Reflective Practice?<\/strong><\/h2>\n<p>We all undertake activities to think about our experiences, learn from them and develop a plan for what we will do or continue to do. Can you think of a time when you came home at the end of a week where everything had gone wrong? Or maybe when everything had gone well? What are your next steps?. Are you able to answer the question &#8220;why am I doing what I am doing?&#8221; In order to continue to develop a reflective practice within our workplace with colleagues, children and families we need to examine and understand the reasons for our reactions, our feelings and our interactions with others, which in turn leads us to becoming a reflective practitioner.<\/p>\n<p>Reflective practice is something which has developed across many disciplines such as teaching, to learn from our experiences. There was a time when reflective practice would have been considered an optional skill or a desired disposition but over the past few years, reflective practice is no longer considered an optional skill but a required disposition.<\/p>\n<p>Reflective Practice has been defined by many including Bolton (2014), Moon (2001), Rogers (2002) and Sch\u00f6n (1983). Reflective Practice is a systematic rigorous self-directed meaning-making process where a person moves from one experience to another through the development of insights and practice with the intention of coming to a deeper understanding of one\u2018s personal values and intellectual growth. Sch\u00f6n (1983) suggests that, in practice, reflection often begins when a routine response produces a surprise or an unexpected outcome. The surprise gets our attention, which may begin a process of reflection. Reflective practice is \u201ca dialogue of thinking and doing through which one becomes more skillful\u201d (Sch\u00f6n, 1983, p. 56).<\/p>\n<div class=\"textbox shaded\">\n<h3><strong>Reflective Practice according to the College of Early Childhood Educators of Ontario\u00a0<\/strong><\/h3>\n<p>An approach used by educators to analyze and think critically about their professional practice with the intention to better understand and improve their practice. Reflective practice is thoughtful, action-oriented and often, a collaborative effort. Educators use reflective practice to plan, evaluate their strengths and challenges, make decisions and create change, if necessary. Self-reflection, critical reflection and collaborative inquiry are all important elements of reflective practice (College of ECE, 2017).<\/p>\n<\/div>\n<p>Although a definition of reflective practice has been included this is only one part of the reflective\u00a0 process. Reflection is a very personal skill or disposition\u00a0 and different people will define it in different ways. It is important to remember that there is no one &#8216;correct&#8217; way of defining what reflection is or how it should be done as a lot of this will depend on your own personal circumstances and work environment. For this reason this resource will explore elements of reflective practice that will help the practitioner develop their own practice. In describing reflective practice, I have interchangeably referred to it as a skill and \/ or a disposition . This is related to the current literature and discourse that suggests reflection is not a natural skill but rather a way of being or disposition . It involves an evaluation of our ethics, values and feelings around experiences. We will explore this idea later in Chapter 6.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\"><strong>Dig Deeper<img loading=\"lazy\" decoding=\"async\" class=\"wp-image-48 alignright\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/dig_deeper_icon_P1-300x300.png\" alt=\"\" width=\"124\" height=\"124\" \/><\/strong><\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>For more information on this topic check out the resource links below.<\/p>\n<ul>\n<li><a href=\"https:\/\/www.college-ece.ca\/wp-content\/uploads\/2021\/10\/CPL_Reflective_Practice_Self_Directed_Learning-1.pdf\">Reflective Practice and Self-Directed Learning<\/a> by the College of Early Childhood Educators<\/li>\n<li><a href=\"https:\/\/www.cambridge-community.org.uk\/professional-development\/gswrp\/index.html#group-What-is-reflective-practice-JkLljNjh5g\">Getting started with Reflective Practice<\/a> by Cambridge International Education<br \/>\nTeaching and Learning Team<\/li>\n<li>Research Article <a href=\"https:\/\/acrobat.adobe.com\/link\/review?uri=urn:aaid:scds:US:56ffb5d0-a4da-33ac-b688-2b3a51598915\">Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program<\/a> by Sophia Han, Jolyn Blank and Ilene R. Berson.<\/li>\n<li>The Ontario Ministry of Education. (2013). <a href=\"https:\/\/drive.google.com\/file\/d\/1S2JePKtamFIkjTL6NgVGFdmJhKHoVS04\/view\">Capacity Building Series: Culturally Responsive Pedagogy\u00a0<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Beginning Theories of Reflective Practice<\/h2>\n<figure id=\"attachment_58\" aria-describedby=\"caption-attachment-58\" style=\"width: 595px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-58\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/02\/Reflectionchapter3-300x168.jpg\" alt=\"Photo of a winding road.\" width=\"595\" height=\"333\" \/><figcaption id=\"caption-attachment-58\" class=\"wp-caption-text\"><a href=\"https:\/\/unsplash.com\/photos\/A4iL43vunlY\">Photo<\/a> by<a href=\"https:\/\/unsplash.com\/@thematthoward?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\"> Matt Howard<\/a> is licensed under the<a href=\"https:\/\/unsplash.com\/license\"> Unsplash License<\/a>.<\/figcaption><\/figure>\n<p style=\"text-align: center\"><span class=\"pullquote\"><span style=\"color: #000080\">&#8220;We do not learn from experience. We learn from reflecting on experience.&#8221;<strong> &#8211;<\/strong><em> John Dewey (1933)<\/em><\/span><\/span><\/p>\n<h3>John Dewey<\/h3>\n<p>The fundamental theories and models of reflection and reflective practice were born initially from the work of Dewey and Sch\u00f6n. A century ago, John Dewey emphasized the importance of involving the learner in reflection. He believed that our experiences shape us, and when reflective practice is part of learning, meaning and relevancy is created, which initiates growth and change (Dewey, 1933).<\/p>\n<div class=\"textbox shaded\">\n<figure id=\"attachment_165\" aria-describedby=\"caption-attachment-165\" style=\"width: 700px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2350\/2022\/02\/concept_of_experiential_learning.png\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-59\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/concept_of_experiential_learning-300x297.png\" alt=\"The Concept of Experiential Learning starts with disturbance or uncertainty then to definition of the problem then to formulation of a thesis to reasoning and testing and lastly idea concept.\" width=\"700\" height=\"693\" \/><\/a><figcaption id=\"caption-attachment-165\" class=\"wp-caption-text\">Dewey&#8217;s Learner in Reflection by Fanshawe College CC-BY-NC-SA (click to enlarge)<\/figcaption><\/figure>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<h2 class=\"textbox__header\" style=\"text-align: left\"><strong>Video: John Dewey<\/strong><\/h2>\n<div class=\"textbox__content\">Learn more about John Dewey&#8217;s theories on education and learning by watching this <a href=\"https:\/\/www.youtube.com\/watch?v=SGjSMqwlP3E\">video by Davidsons Films, Inc. [3:56]<\/a> below<br \/>\n<iframe loading=\"lazy\" id=\"oembed-1\" title=\"John Dewey&#39;s Theories on Education and Learning: An Introduction to His Life and Work, a preview\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/SGjSMqwlP3E?feature=oembed&#38;rel=0&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<\/div>\n<div><\/div>\n<figure id=\"attachment_62\" aria-describedby=\"caption-attachment-62\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-62\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/02\/3Pic2-300x200.jpg\" alt=\"Photo of a stack of books.\" width=\"500\" height=\"333\" \/><figcaption id=\"caption-attachment-62\" class=\"wp-caption-text\"><a href=\"https:\/\/unsplash.com\/photos\/eMP4sYPJ9x0\">Photo<\/a> by<a href=\"https:\/\/unsplash.com\/@sharonmccutcheon?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\"> Sharon McCutcheon<\/a> is licensed under the<a href=\"https:\/\/unsplash.com\/license\"> Unsplash License<\/a>.<\/figcaption><\/figure>\n<h3>Donald Sch\u00f6n<\/h3>\n<p style=\"text-align: left\">Sch\u00f6n (1983) based his work on that of Dewey and is most widely known for his theory of reflecting in and reflecting on one\u2019s practice. His theory was grounded in reflection from a professional knowledge and learning perspective (Bolton, 2014.p.6). In simple terms this is described as reflecting as the experience is occurring or reflecting on the experience after it has occurred. Reflecting in action refers to situations such as: thinking on your feet, acting straight away, and thinking about what to do next. Reflecting on action means you are thinking about what you would do differently next time, taking time to process (Bolton, 2014.p.6).<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_62\" aria-describedby=\"caption-attachment-62\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2350\/2022\/02\/reflective_practice.png\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-63\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/reflective_practice-300x258.png\" alt=\"Reflection in action is reflection as something happens and reflection on action is reflecting after something happens.\" width=\"500\" height=\"431\" \/><\/a><figcaption id=\"caption-attachment-62\" class=\"wp-caption-text\">Image by Said Nasser Al-Amrani (2021) used under fair dealing for educational purposes.<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\" style=\"text-align: left\"><strong>Video: Reflective Practice<\/strong><\/h2>\n<\/header>\n<div class=\"textbox__content\">Learn more about reflective practice by watching the <a href=\"https:\/\/www.youtube.com\/watch?v=x2MfNE91jLk\">video: 3 minute theory by Kayak Essentials [3:32]<\/a> below.<br \/>\n<iframe loading=\"lazy\" id=\"oembed-2\" title=\"3 min theory -  Reflective Practice\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/x2MfNE91jLk?feature=oembed&#38;rel=0&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<\/div>\n<figure id=\"attachment_231\" aria-describedby=\"caption-attachment-231\" style=\"width: 625px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2350\/2022\/02\/800px-Kolbs_Experiential_Learning_CYCLE_9443035785.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-66\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/02\/800px-Kolbs_Experiential_Learning_CYCLE_9443035785-300x203.jpg\" alt=\"Kolb's Experiential Learning cycle includes: concrete experience, reflective observation, abstract conceptualization and active experimentation.\" width=\"625\" height=\"422\" \/><\/a><figcaption id=\"caption-attachment-231\" class=\"wp-caption-text\">\u201c<a href=\"https:\/\/www.flickr.com\/photos\/gforsythe\/9443035785\">Kolb\u2019s Experiential Learning CYCLE<\/a>\u201d by<a href=\"https:\/\/www.flickr.com\/photos\/gforsythe\/\"> Giulia Forsythe<\/a> is licensed under<a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/\"> CC0 1.0<\/a><\/figcaption><\/figure>\n<h3>David Kolb<\/h3>\n<p>Kolb&#8217;s model (1984) is based on theories about how people learn, this model centers on the concept of developing understanding through actual experiences and contains four key stages:<\/p>\n<ol>\n<li>Concrete experience<\/li>\n<li>Reflective observation<\/li>\n<li>Abstract conceptualization<\/li>\n<li>Active experimentation<\/li>\n<\/ol>\n<p>The model argues that we start with an experience &#8211; either a repeat of something that has happened before or something completely new to us. The next stage involves us reflecting on the experience and noting anything about it which we haven&#8217;t come across before. We then start to develop new ideas as a result, for example when something unexpected has happened we try to work out why this might be. The final stage involves us applying our new ideas to different situations. This demonstrates learning as a direct result of our experiences and reflections. This model is similar to one used by small children when learning basic concepts such as hot and cold. They may touch something hot, be burned and be more cautious about touching something which could potentially hurt them in the future.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\" style=\"text-align: left\"><strong>Video: Kolb&#8217;s Reflective Cycle\u00a0<\/strong><\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<p>Learn more about Kolb&#8217;s Reflective Cycle by watching the <a href=\"https:\/\/www.youtube.com\/watch?v=ObQ2DheGOKA\">video by Cheryl Reynolds [2:47] <\/a>below.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"The 3 minute Kolb\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/ObQ2DheGOKA?feature=oembed&#38;rel=0&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<\/div>\n<figure id=\"attachment_69\" aria-describedby=\"caption-attachment-69\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-69\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2022\/02\/Water_reflection_of_stringy_gray_and_white_clouds_in_a_pond_on_a_sand_beach_of_Don_Khon_at_sunrise_in_Laos-300x200.jpg\" alt=\"Water_reflection_of_stringy_gray_and_white_clouds_in_a_pond_on_a_sand_beach_of_Don_Khon_at_sunrise_in_Laos\" width=\"500\" height=\"333\" \/><figcaption id=\"caption-attachment-69\" class=\"wp-caption-text\"><a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Water_reflection_of_stringy_gray_and_white_clouds_in_a_pond_on_a_sand_beach_of_Don_Khon_at_sunrise_in_Laos.jpg\">Photo<\/a> by<a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Basile_Morin\"> Basile Morin<\/a> is licensed under<a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/deed.en\"> CC BY-SA 4.0<\/a>.<\/figcaption><\/figure>\n<h3>Graham Gibbs<\/h3>\n<p>This model builds on the others 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&#8217;s cycle (1998) contains six stages:<\/p>\n<ol>\n<li>Experience<\/li>\n<li>Feelings<\/li>\n<li>Evaluation<\/li>\n<li>Analysis<\/li>\n<li>Conclusion<\/li>\n<li>Action plan<\/li>\n<\/ol>\n<p>As with other models, Gibb&#8217;s begins with an outline of the experience being reflected on. It then encourages us to focus on our feelings about the experience, both during it and after. The next step involves evaluating the experience &#8211; what was good or bad about it from our point of view? We can then use this evaluation to analyze 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.<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_69\" aria-describedby=\"caption-attachment-69\" style=\"width: 1000px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2350\/2022\/02\/gibbs_reflective_cycle.png\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-70 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/gibbs_reflective_cycle.png\" alt=\"Gibb's Reflective Cycle includes: experience, feelings, evaluation, analysis, conclusion and action plan.\" width=\"1000\" height=\"605\" \/><\/a><figcaption id=\"caption-attachment-69\" class=\"wp-caption-text\">Learning by Doing: A Guide to Teaching and Learning Methods by Fanshawe College CC-BY-NC-SA<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<h2 class=\"textbox__header\" style=\"text-align: left\"><strong>Video: Gibb&#8217;s Reflective Cycle for Self Development<\/strong><\/h2>\n<p>&nbsp;<\/p>\n<div class=\"textbox__content\">\n<p>Learn more about Gibb&#8217;s Reflective Cycle for Self Development by watching the <a href=\"https:\/\/www.youtube.com\/watch?v=D9d9HMGwjgk\">video by Alan Jones [4:42]<\/a> below.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"Gibbs Reflective Cycle for Self Development\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/D9d9HMGwjgk?feature=oembed&#38;rel=0&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\"><strong>Dig Deeper<\/strong><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-48 alignright\" src=\"https:\/\/pressbooks.ccconline.org\/accreflectiveed\/wp-content\/uploads\/sites\/167\/2023\/11\/dig_deeper_icon_P1-300x300.png\" alt=\"\" width=\"121\" height=\"121\" \/><\/h2>\n<\/header>\n<ol>\n<li><a href=\"https:\/\/firstpeoplesprinciplesoflearning.wordpress.com\/learning-is-holistic-reflexive-reflective-experiential-and-relational-focused-on-connectedness-on-reciprocal-relationships-and-a-sense-of-place\/\">Learning as Reflective&#8221; through First Peoples Principles of Learning<\/a><\/li>\n<li><a href=\"https:\/\/libguides.cam.ac.uk\/reflectivepracticetoolkit\/introduction\">Reflective Practice Toolkit &#8211; LibGuides at University of Cambridge Subject Libraries<\/a><\/li>\n<li><a href=\"https:\/\/dkit.ie.libguides.com\/reflective_practice\/Reflection\">Reflective Practice &#8211; LibGuides at Dundalk Institute of Technology<\/a><\/li>\n<li><a href=\"https:\/\/drive.google.com\/file\/d\/19WpK_33Ib_KzNggIVGKUcSqzMChqoZJs\/view?usp=sharing\">The effects of regular reflective writing on early childhood educators effectiveness in the workplace by Sheryl Third<\/a><\/li>\n<\/ol>\n<\/div>\n<p>&nbsp;<\/p>\n<div id=\"h5p-3\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-3\" class=\"h5p-iframe\" data-content-id=\"3\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"3.6 Knowledge Check\"><\/iframe><\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox\">\n<h3><strong>Sources<\/strong><\/h3>\n<p>College of Early Childhood Educators (2017). Code of ethics and standards of practice: For registered early childhood educators in Ontario.<a href=\"https:\/\/www.college-ece.ca\/en\/Documents\/Code_and_Standards_2017.pdf\"> https:\/\/www.college-ece.ca\/en\/Documents\/Code_and_Standards_2017.pdf <\/a><\/p>\n<p><a href=\"https:\/\/www.open.edu\/openlearn\/education-development\/learning-teach-becoming-reflective-practitioner\/content-section-0?intro=1\">Learning to teach: becoming a reflective practitioner \u00a0 <\/a>by<a href=\"https:\/\/www.open.edu\/openlearn\/\"> The Open University<\/a> is licensed under the <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/deed.en_GB\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence<\/a>.<\/p>\n<p>Sch\u00f6n, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.<\/p>\n<p><a href=\"https:\/\/www.open.edu\/openlearn\/education-development\/learning-teach-becoming-reflective-practitioner\/content-section-0?intro=1\">Learning to teach: becoming a reflective practitioner<\/a> by<a href=\"https:\/\/www.open.edu\/openlearn\/\"> The Open University<\/a> is licensed under the <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/deed.en_GB\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence<\/a>.<\/p>\n<p><a href=\"https:\/\/libguides.cam.ac.uk\/reflectivepracticetoolkit\/introduction\">Reflective Practice Toolkit<\/a> by<a href=\"https:\/\/www.libraries.cam.ac.uk\/\"> Cambridge University Libraries<\/a> is licensed under the<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\"> Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence<\/a>.<\/p>\n<p>Sch\u00f6n, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 31.<\/p>\n<p>Third, S. (2015). \u201cThe effects of regular reflective writing on early childhood educators effectiveness in the workplace\u201d [Unpublished paper] Masters of Arts \u2013 Integrated Studies, Athabasca University.<\/p>\n<p>Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D. C. Health<\/p>\n<p>Al-Amrani, S. N. (2021). Developing a framework for reviewing and designing courses in higher education: A case study of a post-graduate course at Sohar University. SSRN Electronic Journal.<a href=\"https:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=3811202\"> https:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=3811202<\/a><\/p>\n<p>Bolton, G. (2014). Reflective Practice: Writing and Professional Development (4th ed.). Los Angeles: SAGE.<\/p>\n<p>Sch\u00f6n, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.<\/p>\n<p>Kolb, D. A. (1984). Experiential learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.<\/p>\n<p>Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. \u00a0London: Further Education Unit.<\/p>\n<\/div>\n","protected":false},"author":127,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-515","chapter","type-chapter","status-publish","hentry"],"part":454,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/pressbooks\/v2\/chapters\/515","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/wp\/v2\/users\/127"}],"version-history":[{"count":13,"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/pressbooks\/v2\/chapters\/515\/revisions"}],"predecessor-version":[{"id":655,"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/pressbooks\/v2\/chapters\/515\/revisions\/655"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/pressbooks\/v2\/parts\/454"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/pressbooks\/v2\/chapters\/515\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/wp\/v2\/media?parent=515"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/pressbooks\/v2\/chapter-type?post=515"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/wp\/v2\/contributor?post=515"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accguidancestrategies\/wp-json\/wp\/v2\/license?post=515"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}