Reflective Practice In Education - Essay Example

Discuss the pros and cons of three reflective writing models, i.e. Gibbs (1998), David Kolb, and Jenny Moon, highlighting why Gibbs is the most appropriate model for students studying NVQ at levels 2and3 in Health and Social Care. Reflection is the process of using reasoning to connect both current and previous experiences so as to understand and define experience based on our accumulated and synthesized knowledge. Reflective Practice can be understood in theoretical terms as deriving from the work of Donald Schon, an educational theorist - 'reflection in action' (Schon, 1983), and has developed through what is now usually termed the experiential learning process as described and represented diagrammatically by David Kolb (Kolb, 1984) which will be further elaborated in the later part. Reflective writing is the narrative mode of analysis of the processes outlined - it explores not only what the experience was, but considers the meaning the writer attached to it at the time and subsequently, and how this meaning is likely to influence action in the future. Thus reflective writing may contribute to continued professional development in a number of ways. The process of writing reflectively may in itself be an important step in an individual's attempt to make sense of her/his practice (Coles, 2002). In this paper, three reflective writing models namely by Gibbs (1998), David Kolb, and Jenny Moon will be discussed. Throughout the discussion, the elements of these models as well as their pros and cons will be illustrated together. The pros and cons of the different models are set in cases where there is under the supervision and without. In each case setting, pros and cons are in the context for classroom sizes of one, two and many. This is applicable for the models and the best singled out for the healthcare industry. The experiential learning model by David Kolb basically consists of four stages. The experience or event at Stage 1 becomes the basis of reflection at Stage 2. This leads on to generalizing and conceptualizing at Stage 3. At this point the experience may be seen as an isolated example or as part of a pattern and ideas, and theories may begin to form about what the pattern is. The hypothesis is then applied to further situations to test out its validity. If this is borne out, the 'lesson is learned' and is utilized in future situations resulting in more developed findings and so the cycle is repeated and the learning proceeds in a spiral. Thus individuals learn by retrieving what they know or have experienced, reflecting on this, linking these observations to new concepts or existing knowledge or new circumstances, before trying out the revised problem solving technique which provides further findings and so the spiral continues (Cameron, Coles, 1994). The model naturally unfolds its use by its direct relation to "real-world" problem as the actual happening at present, like an actual engineering problem which is addressed by the "Concrete Experience" quadrant of the Kolb cycle. This helps one to identify the real experience to fend off all myths. Using Kolb cycle for solution in engineering sciences is a naturally choice letting one see real thing as they are: real. In the handling of Mathematics, problem solving relating to everyday lives will find Kolb cycle handy and concrete to adhere to. A further thought on the model reflects that the experiential learning model does not adequately consider the impacts of social relationships such as gender and culture of the individual. Secondly, it fails to incorporate the influence of these power differentials on learning. Thirdly, the model fails to focus on the "here and now" of experience, instead giving undue status to retrospective reflection. Fourthly, it also ignores the "unconscious" learning processes and defense mechanisms that may inhibit learning. Finally, the experiential learning model does not adequately propose a "second order" or higher meta-learning process, such as the questioning of the assumptions of learning communities (Vince, 1998). In sum, the model promotes a largely "individualized perspective" on the learning process at the expense of social and political influences (Reynolds, 1999). Gibbs' model of reflection consists of 6 stages in a cycle namely description-feelings-evaluation-analysis-conclusion-action plan. At description, patient is asked what one is to reflect on. Thereafter, at feelings, the question in focus is: what your reactions and feelings were. The next stage, evaluation ask what was good and bad about the experience. At stage 4, analysis, the focused question is what sense one can make of the situation. Then the question to be asked for in conclusion is what else one could have done. Finally, action plan asks if it arose again, what one would do. For the pros where supervisory is present or not, reflecting in a group, pairs or alone, Gibbs model provides fruitful results as stage 1: description applies for all cases positively by identifying the picture of question in the framework of the mind. Gibbs Reflection Model is a way of improving practice and reducing traumatic feelings. Two of the most important questions in Gibbs Reflection model are: feelings; what your reactions and feelings were and action plan; if it arose again, what one would do. Gibbs Reflection Model "confront and resolve the contradiction between what the practitioner wants to be and do (the 'vision') and what s/he actually does (the 'lived reality')" (John, 2004). Jenny Moon's model of reflection consists of the following questions in sequence: Consider the process of our own learning - a process of metacognition. Critically review something - our own behavior, that of others or the product of behavior (e.g. an essay, book, painting etc.) Build theory from observations: we draw theory from generalizations - sometimes in practical situations, sometimes in thoughts or a mixture of the two Engage in personal or self development. Make decisions or resolve uncertainty. Empower or emancipate ourselves as individuals (and then it is close to self-development) or to empower/emancipate ourselves within the context of our social groups. In the case where no supervision is present, the pros for using this model for individual patient are as follows: surrounding is considered not threatening, this can be undertaken according to individual needs, honesty is encouraged and one concentrates on personal issues. The cons includes: the increased difficulty to challenge the self, the tendency to have only one world perspective, the test may turn negative, the patient may deceive oneself. In consideration for using this model for paired patients, the pros are as follow: The patients have more than one world perspective, they can feel supported, the pair can provide; they can feel supported, they are provided with a more objective view of the experience. Alternatively, the cons are: they may collude rather than challenge over time, they need to consider another when engaging in the process. In consideration for using this model for grouped patients, the pros are as follow: they can have many world perspectives, with the group they have a support group when initiating action, they can learn from the experience of others. Conversely, the cons are: there is the need to consider others when engaging in the process, others needs may be more urgent, personal needs may not be the priority for the group, there is the need to adhere to ground rules, there is a danger to be scapegoat, and cliques may develop and isolation occurs. Under the case where supervisory is present, the pros for using this model for individual patient are as follows: the patient can be undertaken accordingly to individual needs, he can be more honest, he concentrates on personal issues, he may be more motivating for supervisee. The cons are: That he may respond to please the facilitator, he need to find a personal facilitator, the course may be costly. In consideration for using this model for paired patients, the pros are as follow: they can have more than one world perspective, they feel supported, and he can have the more objective view of the experience. The cons are: they need to consider another when engaging in the process, they may respond to please the facilitator, they need to find a personal facilitator, they need to trust and respect the facilitator, the course may be costly. In consideration for using this model for grouped patients, the pros are as follow: they have many world perspectives, they have a support when initiating action. They can learn from the experience of others, it cost less than individual supervision. The cons are: the need to adhere to ground rules, they may be scapegoat, they may develop cliques, they need to consider another when engaging in the process, may respond to please the facilitator, there may need to find a personal facilitator, the participants may be at different developmental stages and personal needs may not be the priority for the group (LTSN, 2009). This model has many disadvantages as well as advantages. Gibbs Reflective Model is best as it provides what the others are capable of as highlighted in each of the respective writings, yet do not inherit the cons other models are subjected to. Its range of coverage of sequences revolving lives is comparatively wide and is most suitable for the health care industry where diversity of people and happenings broadly spans across globes and worlds yet not limited to any. References: Kayes, D. C. 2002. Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning and Education, 1, 2, 137-149 Vince, R. 1998. Behind and beyond Kolb's learning cycle. Journal of Management Education, 22, 304-319. Reynolds, M. 1999. Critical reflection and management education: Rehabilitating less hierarchical approaches. Journal of Management Education, 23, 537-553. Schon, D. A. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books. Kolb, D. A. 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall Mary Coles, PQ Consortium Manager, 2002, Reflective Practice and Reflective Writing LTSN. 2009. The development of critical reflection in the health professions. Occasional Papers, 4 Read More