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Gibb’s Reflective Model

Gibb’s Reflective Model
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Introduction

This essay is going to discuss and analyze a reflective analysis model namely Gibb’s reflective cycle. However, in the year 1988, this reflective cycle was designed through Graham Gibbs to provide a structure associated with reflective analysis so that the individual learners can learn successfully from their experiences. However, in this essay firstly, the reflective analysis model by Graham Gibbs is going to be defined which highlighting the key idea of the author behind designing this reflective model. In addition to that, the applications of this reflective analysis model in learning, self-assessment and self-development are going to be focused upon. Then again, the six different stages included by Gibb’s model of reflective analysis would thoroughly be discussed. Furthermore, the discussion will portray the significant benefits of this reflective analysis model in terms of producing an effective and useful reflective analysis besides taking consideration of the criticisms about this reflective analysis model. Eventually, the easy would be concluded with making a summarization of the important points covered in the discussion and developing valid recommendation relating to the way this reflective analysis model can be used to draft a successful self-reflection which can contribute to self-learning and long-term development of an individual learner.

The Concept Of Reflective Practice

Figure 1. The Structure Of Reflective Practice

(Source: Constantinouet al.2020)

The term reflective practice can be defined as the capability of an individual of reflecting on their actions to involve in a procedure of continual learning. In addition to that this process involves taking consideration into the practical theories and values that are responsible for informing the day to day activities of an individual through analyzing the practice reflexively and reflectively leading to the development of an insight relating to own strengths and weaknesses. However, the key rational associated with reflective practice would experience alone cannot lead to the process of learning necessarily whilst a deliberate self-reflection on experience would equally be essential. Be that like it may, reflective practice plays a crucial role in a practice-oriented professional learning and development setting where the individual professionals or learners continue learning from the own professional experiences of them instead of through the formal knowledge or skill transfer or professional development courses(Constantinouet al.2020). Therefore, it is considered as one of the most essential sources of professional as well as personal improvement and development whereas it is an equally significant method to combine practice and theory by dint of the reflection an individual would be capable to view with labelling forms of theory and thought in the context of their work. On the other hand, an individual that can reflect throughout their practice would not only considering the past events and actions but also would be having a conscious glance through their actions, experiences, responses and emotions along with utilizing that information for adding value to their existing knowledge and skill base aiming at reaching a higher degree of understanding (Dhaliwal, Singh& Singh, 2018). However, according to Online assignment help London experts, in Kolb’s cycle of reflective analysis, there are four different phases in a reflective practise which are concrete experience, active experiments, reflective observations and abstract conceptualization. These stages are going to be discussed briefly in the following discussion:

Concrete experience:

Concrete experience refers to a new situation or experience which would be encountered. However, it might involve the reinterpretation of the experience of an individual learner.

Reflective observation:

The reflection observation or analysis of the new experience is highly essential since it involves the inconsistencies and unpredictability between the understanding and experience (Crawley& Hendry, 2018).

Abstract conceptualisation:

Abstract conceptualisation associated with the reflective practice is responsible for providing an impulse to a new modification or idea of a past abstract concept which the individual might have leant from their previous experience. 

Active experiments:

In an active experiment, the individual learner continues applying their understandings, ideas and newly developed skills to the world across them to view the consequences and use the same to bolster their experience (Ahmed, 2020).

The Definition Of Gibb’s Reflective Model

Figure 2. Gibb’s cycle of reflective analysis

(Source: Pianpeng & Koraneekij, 2016)

The famous researcher and scholar Graham Gibbs designed a reflective analysis model through facilitating the model of reflective practice associated with the experimental reflective learning cycle developed by Kolb. When it comes to describing Gibb’s model of reflective practice, it can be said the experiences of an individual is responsible for shaping their personality, character and behavioral traits and thus would impact their conduct in the professional field as well. However, the experience would not be enough to make a person grow effectively (Ardian, Hariyati& Afifah, 2019). Therefore, they require to reflect on their essential experiences for developing rules, principles and theories which would make them better and efficient at their job. Be that like it may, Gibb’s reflective framework involves a simple reflective cycle including six stages of self-reflection which would help an individual in reflecting on their existing experiences and understanding in the workplace. In addition to that in this process, the individual learner not only keeps on learning and adding value to the skills that they are good enough but also the skills that they are not efficient enough or have enough understanding about through putting together an effective and relevant action plan for addressing their weaknesses (Dressleret al.2018).

Be that as it may, it is one of the most renowned cyclic processes associated with the reflective learning leading an individual learner through six different phases to help them explore their experiences. However, these six stages would include description, evaluation, feelings, analysis, conclusion and action plan (Dhaliwal, Singh& Singh, 2018). It is worth mentioning in this particular context that this reflective analysis framework would be an effective way of working through the experience of an individual learner. In addition to that, assignment writing in Highland experts, it can either be a situation which the individual may frequently go through or a stand-alone experience. Be that like it may, originally Gibbs tried to advocate the application of this reflective analysis model in the repeated situation yet the principles as well as stages equally apply well for the specific experiences as well. Nevertheless, the action plan might end up becoming quite general in case of the stand-alone experiences whilst looking at the way the individual learner would choose to apply their conclusions in future (Crawley& Hendry, 2018).

The Key Idea Behind Developing This Reflective Cycle

Figure 3. The Key Aspects Associated With Gibb’s Cycle Of Reflective Analysis

(Source: Sekarwinahyuet al.2019)

When it comes to portraying the key ideas behind the development of the reflective analysis cycle of Gibbs, it can be said Graham Gibbs, a psychologist and sociologist, conducted a research study named “Learn by Doing.” However, this study is all about inspiring individuals for thinking systematically about the experiences that they passed through during a particular event, activity or situation. Be that as it may, the reflection cycle of Gibbs would help the individual learner in implementing the study “Learn by Doing effectively and successfully in their learning journey to add value to their personal as well as professional development activities (Arumugamet al.2017). Notwithstanding that he developed a circular framework of reflective analysis that is structured in six different phases. On the other hand, this model is responsible for breaking down the experience of an individual with allowing them to reflect on the experiences that they come across in their professional learning journey. Be that as it may, according to Graham Gibbs, the inventor of this reflective analysis framework, through reflecting on the learning experience of an individual learner, it would allow them to perform better as it would be taking place along with adding value to it for the future development of the individual (Liet al.2020).

On the other hand, without the reflection on own learning experience of an individual learner, it would be quite difficult improving for the next time. According to Gibbs, it is tough enough to develop new skill sets simply through experiencing the activity, event or situation and hence to progress and learn fully, this reflective analysis would be vital.  In addition to that from the reflective analysis and through implementing the reflective cycle, one can be capable of taking away the core concepts and understanding from the experience on top of that they can recognise what has gone well with evaluating the areas that could further be improved (E-portfolio, 2019). As the above diagram indicates, in this reflective analysis process, the reflection is going based on three different analytical questions which are what, so what and now what. However, what query is answered in the description stage through considering what has taken place. Then again, so what is answered through considering the significance of the incident, activity or situation with analysing the level of self-understanding based on that situation, incident or activity. Thereafter, now what is all about the action plan for future which involves gaining insights for planning the future learning requirements accordingly besides taking account into what can differently be done in future to improve the performance level (Sekarwinahyuet al.2019).  To know more about gibbs life cycle your assignments, you can also take assistance from SourceEssay Essay typer Geelong

The Six Reflective Stages Associated With Gibb’s Model Of Reflective Analysis

Figure 4. The Brief Descriptions Of The Six Different Stages Of Gibb’s Reflective Analysis Model

(Source: Tanaka, Okamoto & Koide, 2018)

1st stage: – Description:

The first stage of this reflective analysis model is a description which demands a brief description of the event or experience for setting the scene as well as giving the context. Additionally, learning procedure should be described in detail in this step whilst it is essential answering the certain question relating to what happened during the incident and the timing of the incident as well as the individuals involved in the incident or activity. Additionally, there are questions regarding the role played by the individual learner who has been reflecting on their experience in responding to the incident or activity or situation and the outcomes of the entire procedure (Emery & Chang, 2017).

2nd stage: – Feelings:

Feelings are all about the thoughts associated with the experience. Therefore, in this specific step of the learning cycle, the individual learner is supposed to explain and analyze the feelings which they experienced during the incident. However, it is worth mentioning that they are not supposed to evaluate or judge their feeling rather should simply state the same. Be that as it may, this step involves question like the way, the individual ended up feeling before and during the process and what they experienced or felt after the incident or activity. Then again, they need to consider the feeling or experience that their coparticipants might have gone through as well as considering whether their view relating to the incident can be changed in future (Tawanwongsri& Phenwan, 2019).

3rd stage: – Evaluation:

The third stage of reflective analysis is the evaluation stage in which the individual learner needs to evaluate the good or bad experience they came across during the process. However, in this phase, the experience must be evaluated objectively with determining what have gone well and what have not gone very well. Moreover, it is very crucial to evaluate as honestly as possible for getting the best out of this reflective process. In evaluation step, the things that have gone well and the things that have not gone very well would be prioritised on with considering if the issues got resolved and the reasons for which the situation has been resolved or has not been resolved (Markkanenet al.2020). Additionally, the positive or negative contribution of own as well as others to the situation would also be evaluated in this step of reflective analysis. Be that as it may, the key success factors of the activity must be taken into deliberation for reaching a thorough evaluation of the incident.

4th stage: – Analysis:

This step involves analysis for making sense of the incident or activity or situation. However, this specific phase of reflective analysis is all about measuring the areas that have gone good out of the experience leading to allowing the individual learner to repeat the success factors in future. It is highly essential for assessing the downfalls with analyzing the reasons behind the failure and learning from the same to perform better in future. Therefore, it ends up ensuring that the entire experience would fully be assessed and analysed. Moreover,individual learner needs to describe what they feel has hindered or facilitate the situation aiming at exploring the available options for them to handle successfully a similar incident again (Harerimana, 2018).  Therefore, this step would provide the individual learner with an excellent scope of conducting some research analysis into the academic tools and models that may help them.

5th stage: – Conclusion:

This step involves drawing a conclusion relating the aspects, skills and understanding that the learner has gained from the situation and relating to the areas which they could have executed differently to reach a better outcome. Therefore, in this step, the individual learner requires to evaluate the overall process with asking what else they could have been performed for improving the situation. The question relating to the outcomes of the situation, the activities that could be avoided, the way this could be done differently for improving the experience and the way it would be better for the participants involved would be concluded with summarising the personal skills that would be enriched in future using the information that the learner has accumulated in their analysis (Oxenham, 2016).

6th stage: – Action plan:

This stage involves the development of an action plan for the way the individual learner can handle similar incidents in future including the usual changes that they may find more effective. In this step, the reflector ends up planning based on their conclusion and considering how effective they are going to position themselves so that they can deal better with a similar incident next time. However, the reflector needs to take realistic actions besides developing the plan for bringing about improvement in their performance. Moreover, in this step, the learner needs to identify the particular actions they can take now for building on their skills and knowledge. Additionally, they may include any coaching or training which they feel can benefit them. Furthermore, the reflector requires to identify the essential support or information sources to add value to their future action in response to a similar situation (Sekarwinahyu, Rustaman & Widodo, 2019).

The Applications Of Gibb’s Reflective Model In Learning, Self-Assessment And Self-Development

Gibb’s reflective model can be applied in a range of various ways. However, the individual professionals, as well as learners, can use this reflective analysis cycle for bringing about positive changes in their performance, skill sets and understanding. Additionally, it can be applied to incorporate positive changes the way an individual would respond to a situation. Furthermore, this reflective cycle can also be used as a coaching and mentoring tool for making the coaches and mentees aware of their strengths, behaviour and weaknesses with identifying ways to help them add value to their understanding, performance and behaviour to deal with the situations successfully. In addition to that, the reflective cycle at times is utilised in higher studies, specifically during conducting the internship assignment, this cycle plays a vital role in providing an intern with an understanding of their actions. Notwithstanding that, this reflective framework is also used for helping people in making sense of the situations at the workplace so that they would be able to gain an understanding relating to what they might have done well and the areas that they still require to work on to deliver better performance in future.

The Benefits Of Gibb’s Reflective Model In Terms Of Doing An Effective And Useful Reflective Analysis

The potential benefit of Gibb’s reflective model is that it is responsible for offering a structured model which can easily relate to.

In addition to that, it can provide a viable initiation for the individuals that are suffering from ambiguity regarding where they can start from (Tanaka, Okamoto & Koide, 2018).

It allows a reflector to evaluate all the levels of a specific situation.

This reflective model can easily be understood and used by individual learners (Sekarwinahyu, Rustaman & Widodo, 2019).

Additionally, it would allow an individual to learn over time depending on the experiences they have gained.

Moreover, this reflective model provides an individual reflector with an accurate and balanced judgement.

The Criticisms About Gibb’s Cycle Of Reflective Analysis

When it comes to discussing the criticisms about Gibb’s cycle of reflective analysis, it can be said that it involves a reactive method instead of a proactive method which can help improve the skillsets of an individual.

Additionally, it might be a superficial model of reflection since there is no scope for critical thinking, evaluating the situation depending only upon the assumptions of the reflector.

Furthermore, this framework would not include any detailed probing query on top of that it is complex for several individuals to discuss freely their feelings. You can get ample information on criticism of Gibbs cycle from write my Essay in Gold Coast experts driven by SourceEssay .(Tanaka, Okamoto & Koide, 2018).

Conclusion

At the end of this essay, a conclusion about Gibb’s model of reflective analysis can be drawn that this framework of reflective analysis is responsible for offering people with a structure in order to examine the experiences. In addition to that, the cyclic nature of this reflective model continues lending itself specifically well for repeating the experiences, enabling an individual learner learning and planning from things which either have gone good or have not good enough. As mentioned previously in the discussion, the researcher and scholar Graham Gibbs tried to advocate the application of this reflective analysis model in the repeated situation yet the principles as well as stages equally apply well for the specific experiences as well. In addition to that in this process, the individual learner not only keeps on learning and adding value to the skills that they are good enough but also the skills that they are not efficient enough or have enough understanding about through putting together an effective and relevant action plan for addressing their weaknesses. However, it is one of the most renowned cyclic processes associated with reflective learning leading an individual learner through six different phases to help them explore their experiences.

References

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Ardian, P., Hariyati, R. T. S., & Afifah, E. (2019). Correlation between implementation case reflection discussion based on the Graham Gibbs Cycle and nurses’ critical thinking skills. Enfermeria Clinica29, 588-593. Retrieved on 19th January 2021 from https://www.sciencedirect.com/science/article/pii/S113086211930213X

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Constantinou, C. S., Andreou, P., Papageorgiou, A., & McCrorie, P. (2020). Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives. Qualitative Research in Education9(3), 273-299. Retrieved on 19th January 2021 from https://www.hipatiapress.com/hpjournals/index.php/qre/article/view/5063

Crawley, H. J., & Hendry, C. (2018). WHAT is reflection? Retrieved on 19th January 2021 fromhttps://www.researchgate.net/file.PostFileLoader.html?id=5848b086615e27bfe3723876&assetKey=AS%3A436825782263808%401481158790173

Dhaliwal, U., Singh, S., & Singh, N. (2018). Reflective student narratives: honing professionalism and empathy. Indian J Med Ethics3, 9-15. Retrieved on 19th January 2021 from https://pdfs.semanticscholar.org/5665/530978cdcbc50d23bd26a4ef6da8c50dd0ec.pdf

Dressler, R., Becker, S., Kawalilak, C., & Arthur, N. (2018). The cross-cultural reflective model for post-sojourn debriefing. Reflective Practice19(4), 490-504. Retrieved on 19th January 2021 from https://www.tandfonline.com/doi/abs/10.1080/14623943.2018.1530207

Emery, C., & Chang, J. (2017, July). Reflection in a new light: updating Gibbs’ reflective cycle on a foundation degree in healthcare sciences. In HEA Conference, generation TEF. Retrieved on 19th January 2021 from http://eprints.kingston.ac.uk/id/eprint/37952

E-portfolio, A. K. S. (2019). How does the Gibbs Reflective model integrate with Evidence based practice in veterinary medicine? Retrieved on 19th January 2021 from https://amirakalloo.wordpress.com/2019/12/06/how-does-the-gibbs-reflective-model-integrate-with-evidence-based-practice-in-veterinary-medicine/

Harerimana, B. (2018). Reflective Practice for Professional Development Among Nursing Instructors. Teaching Innovation Projects8(1). Retrieved on 19th January 2021 from https://ojs.lib.uwo.ca/index.php/tips/article/view/6216

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Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting. Educational Research62(1), 46-62. Retrieved on 19th January 2021 from https://www.tandfonline.com/doi/abs/10.1080/00131881.2020.1711790

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Pianpeng, T., & Koraneekij, P. (2016). Development of a Model of Reflection Using Video Based on Gibbs’s Cycle in Electronic Portfolio to Enhance Level of Reflective Thinking of Teacher Students. International Journal of Social Science and Humanity6(1), 26. Retrieved on 19th January 2021 fromhttp://www.ijssh.org/vol6/612-CH385.pdf

Sekarwinahyu, M., Rustaman, N. Y., Widodo, A., & Riandi, R. (2019, February). Development of problem based learning for online tutorial program in plant development using Gibbs’ reflective cycle and e-portfolio to enhance reflective thinking skills. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022099). IOP Publishing. Retrieved on 19th January 2021 from https://iopscience.iop.org/article/10.1088/1742-6596/1157/2/022099/meta

Sekarwinahyu, M., Rustaman, N. Y., & Widodo, A. (2019, November). Problem-based learning skills and reflection skills of biology education students through the problem-based online tutorial. In Journal of Physics: Conference Series (Vol. 1280, No. 3, p. 032004). IOP Publishing. Retrieved on 19th January 2021 from https://iopscience.iop.org/article/10.1088/1742-6596/1280/3/032004/meta

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