Improving My Teaching with Reflection Models
During my teaching practicum, I discovered two important models that have really improved how I think about my teaching experiences. These models are Gibbs' Reflective Cycle and Schön's Reflection in Action. Each one offers valuable ideas that can help teachers, especially during tough moments in the classroom.
Gibbs' Reflective Cycle: I like this model because it’s simple and organized. It has six steps:
Description: What happened? I start by telling what occurred during a lesson without judging it. Just the facts!
Feelings: What were you thinking and feeling? This step helps me connect with my emotions, which can show me how well I taught.
Evaluation: What was good and bad about the experience? Here, I look at what went well and what didn’t. This is a great way to find out where I can do better.
Analysis: What sense can you make of the situation? This is where I connect what I learned from books to what I do in my classroom.
Conclusion: What else could you have done? I think about different choices I could have made to solve problems or make the lesson better.
Action Plan: If you faced this situation again, what would you do? This step helps me plan my future lessons by learning from what I experienced.
Using Gibbs’ model makes me create a habit of thinking carefully about my teaching. This is super helpful when I have to handle many lessons at once during my practicum.
Schön's Reflection in Action: This model focuses on thinking as you teach. With Schön’s idea of 'reflection-in-action', I’ve learned to change my teaching style while the lesson is happening. For example:
Immediate Adjustments: If I see that students look confused, I can quickly change my instructions or teaching method right away.
Intuitive Decision-Making: This approach helps me trust my instincts and past experiences while teaching.
One big way these two models work well together is by helping me keep learning all the time. Gibbs’ model works by looking back after the lesson, while Schön’s model focuses on being flexible and aware during the lesson.
In conclusion, both models give me a good way to think deeply about my teaching. Gibbs’ structured cycle makes sure I don’t miss anything important after a lesson. At the same time, Schön's focus on adapting in real-time helps me respond better to my students’ needs. They’ve truly changed how I think and act as a teacher, making me more thoughtful and effective in my role.
Improving My Teaching with Reflection Models
During my teaching practicum, I discovered two important models that have really improved how I think about my teaching experiences. These models are Gibbs' Reflective Cycle and Schön's Reflection in Action. Each one offers valuable ideas that can help teachers, especially during tough moments in the classroom.
Gibbs' Reflective Cycle: I like this model because it’s simple and organized. It has six steps:
Description: What happened? I start by telling what occurred during a lesson without judging it. Just the facts!
Feelings: What were you thinking and feeling? This step helps me connect with my emotions, which can show me how well I taught.
Evaluation: What was good and bad about the experience? Here, I look at what went well and what didn’t. This is a great way to find out where I can do better.
Analysis: What sense can you make of the situation? This is where I connect what I learned from books to what I do in my classroom.
Conclusion: What else could you have done? I think about different choices I could have made to solve problems or make the lesson better.
Action Plan: If you faced this situation again, what would you do? This step helps me plan my future lessons by learning from what I experienced.
Using Gibbs’ model makes me create a habit of thinking carefully about my teaching. This is super helpful when I have to handle many lessons at once during my practicum.
Schön's Reflection in Action: This model focuses on thinking as you teach. With Schön’s idea of 'reflection-in-action', I’ve learned to change my teaching style while the lesson is happening. For example:
Immediate Adjustments: If I see that students look confused, I can quickly change my instructions or teaching method right away.
Intuitive Decision-Making: This approach helps me trust my instincts and past experiences while teaching.
One big way these two models work well together is by helping me keep learning all the time. Gibbs’ model works by looking back after the lesson, while Schön’s model focuses on being flexible and aware during the lesson.
In conclusion, both models give me a good way to think deeply about my teaching. Gibbs’ structured cycle makes sure I don’t miss anything important after a lesson. At the same time, Schön's focus on adapting in real-time helps me respond better to my students’ needs. They’ve truly changed how I think and act as a teacher, making me more thoughtful and effective in my role.