Throughout the school year, if assessments show students are not learning as expected, mid-course corrections are made (such as re-instruction, changing teaching methods, and more direct teacher mentoring). Assessment data become input for the next step in the cycle. Act

Plan, Execute, Reflect, Repeat – Geoff Schroder Blog Plan, Execute, Reflect, Repeat – Geoff Schroder Blog

By reflecting, you create an environment which centres on the learner. This environment will support students and teachers all around you to become innovative, confident, engaged and responsible.Plan your days, weeks and months, and reflect on thoughts and feelings whenever you need to with this beautiful journal. The ERA cycle (Jasper, 2013) is one of the most simplemodels of reflection and contains only three stages: Reflection-in-action is reflection during the ‘doing’ stage (that is, reflecting on the incident while it can still benefit the learning). This is carried out during the lesson rather than reflecting on how you would do things differently in the future. This is an extremely efficient method of reflection as it allows you to react and change an event at the time it happens. For example, in the classroom you may be teaching a topic which you can see the students are not understanding. Your reflection-in-action allows you to understand why this has happened and how to respond to overcome this situation. With members and customers in over 130 countries, ASQ brings together the people, ideas and tools that make our world work better.

reflection LibGuides: Reflective Practice Toolkit: Models of reflection

As with other models, Gibb'sbegins with an outline of the experience being reflected on. It then encourages us to focus on ourfeelings about the experience, both during it an 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 analyse 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. Reflective practice also helps create confident students. As a result of reflecting, students are challenged as you use new methods in the classroom. From reflection, you should encourage your students to take new challenges in learning, developing a secure and confident knowledge base.Part 3: The final webcast provides an example application of PDCA and explores the benefits of using PDCA. Act: Take action based on what you learned in the study step. If the change did not work, go through the cycle again with a different plan. If you were successful, incorporate what you learned from the test into wider changes. Use what you learned to plan new improvements, beginning the cycle again. In the rest of this unit, we will look at the basics of reflective practice in more detail. We will look at the research behind reflective practice, discuss the benefits and explore some practical examples. Throughout the unit, we will encourage you to think about how you can include reflective practice in your own classroom practice. Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008).

Birdsong by Madeleine Floyd | Waterstones Birdsong by Madeleine Floyd | Waterstones

Drawing on support from colleagues will allow you to cement understanding and get involved with others’ ideas and best practice.Kolb’s model aims to draw on the importance of using both our own everyday experiences and educational research to help us improve. It is not simply enough for you to reflect. This reflection must drive a change which is rooted in educational research.

Plan, Execute, Reflect, Repeat: To-Do Lists, Goals, Reflection Plan, Execute, Reflect, Repeat: To-Do Lists, Goals, Reflection

Teachers develop individual goals to improve their instruction where the "analyze" step showed any gaps. Consider what the students really understood and enjoyed about the lesson, and why. How do you know improvements have been made?Another simple model was developed by Driscoll in the mid-1990s. Driscoll based his model of the 3 What's on the key questions asked by Terry Borton in the 1970s: In Gibbs' model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation. Reflection is a basic part of teaching and learning. It aims to make you more aware of your own professional knowledge and action by ‘challenging assumptions of everyday practice and critically evaluating practitioners’ own responses to practice situations’ (Finlay, 2008). The reflective process encourages you to work with others as you can share best practice and draw on others for support. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them.