This is the 12th post in Over a Cuppa, a series which offers prompts to reflect on learning and teaching during the time it takes to make and drink a cuppa. Cross-posted from Teche, original artwork by Fidel Fernando.
Writing these posts over the last three months has provided the opportunity to read a body of literature on reflective practice. One shape dominates models and frameworks for reflection: the circle. Gibb’s (1988) cycle for reflection has been influential:
In developing his model for reflection, Gibbs was influenced by cyclical models of learning, Kolb’s (1984) for experiential learning:
A circle is a way of representing the ongoing and iterative practice of reflection in action, on action and for action (Schön, 1983; Killion & Todnem, 1991). It invites repeated experimentation and learning from experience. Kemmis and McTaggart’s (1988) action research spiral takes it to the next level in a model of multiple circles:
Does your reflective practice feel circular? What do you need to put in place to make it an ongoing practice?
Next week, the last over a cuppa post before a pause for the session break, I will reflect on this series of posts, the experience of writing them in a hurry, and unfinished reflections to continue next semester.
Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford: Centre for Staff and Learning Development, Oxford Brookes University. https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf
Harvey, M., Lloyd, K., McLachlan, K., Semple, A-L. & Walkerden, G. (2020). Reflection for learning: a scholarly practice guide for educators. AdvanceHE.https://www.advance-he.ac.uk/news-and-views/Learning-to-reflect%E2%80%93a-guide-for-educators
Kolb, DA (1984). Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Koshy, V. (2011). Action Research for Improving Educational Practice, 2nd edition. London: Sage.
2 thoughts on “Reflection as a circle”
My reflection is more helical than circular – like the Koshy graphic. It moves along a path as well as around a centre. Like a stunt plane doing a Cuban roll, or a Disneyland rollercoaster.
What IS circular, however, is the context in which we reflect – or maybe not so much circular as a form of simple harmonic motion – in, out; centralise, devolve; cut staff, recruit staff. Headless bloody chooks.
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