Plan, Reflect, Repeat: The Whittaker Journal

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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. Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action. Variations: plan-do-study-act (PDSA) cycle, Deming cycle, Shewhart cycle. Understand the evolution of these variations.

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Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development.By getting involved in the reflective process, you will create an environment of partnership-working as you question and adapt both your own practice and that of your students and other colleagues. The learning process then becomes an active one as you are more aware of what you want your students to achieve, delivering results which can be shared throughout the institution. In this example, the "act" step is "standardization." When goals are met, the curriculum design and teaching methods are considered standardized. Teachers share best practices in formal and informal settings. Results from this cycle become input for the "analyze" phase of the next A+ Approach cycle. PDCA Resources Kolb's model (1984)takes things a step further. Based on theories about how people learn, this modelcentreson the concept of developing understanding through actual experiences and contains four key stages: Part 2: This webcast compares and connects PDCA to other methodologies, including DMAIC, lean, and ISO 9001.

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Observation of the concrete experience, then reflecting on the experience. Here practitioners should consider the strengths of the experience and areas of development. Practitioners need to form an understanding of what helped students’ learning and what hindered it. Reflection is a cyclical process, meaning you grow and adapt. You should plan to draw on your own strengths and the best practice of colleagues, which you then apply to your own teaching. Try any of the reflection models listed in this unit to help you progress. By getting involved in a supportive network everyone will develop. 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: Formal and informal assessments take place continually, from daily teacher assessments to six-week progress reports to annual standardized tests. Teachers also can access comparative data on the electronic database to identify trends. High-need students are monitored by a special child study team. Reflecting on your teaching will help you to understand how your students best learn and will allow you to be accountable for their progress. By assessing the strengths and weaknesses in your own teaching, you will develop an awareness of the factors that control and prevent learning.The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas. 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.

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Reflective practice allows you to adapt lessons to suit your classes. You can create and experiment with new ideas and approaches to your teaching to gain maximum success. By asking ourselves these three simple questions we can begin to analyse and learn from our experiences. Firstly we should describe what the situation or experience was to set it in context. This gives us a clear idea of what we are dealing with. We should then reflect on the experience by asking 'so what?' - what did we learn as a result of the experience? The final stage asks us to think about the action we will take as a result of this reflection. Will we change a behavior, try something new or carry on as we are?It is important to remember that there may be no changes as the result of reflection and that we feel that we are doing everything as we should. This is equally valid as an outcome and you should not worry if you can't think of something to change. The practitioner considers how they are going to put what they have learnt into practice. The practitioner’s abstract concepts are made concrete as they use these to test ideas in future situations, resulting in new experiences. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. The cycle is then repeated on this new method.These are just some of the reflective models that are available. You may find one that works for you or you may decide that none of them really suit. These models provide a useful guide or place to start but reflection is a very personal process and everyone will work towards it in a different way. Take some time to try different approaches until you find the one that works for you. You may find that as time goes on and you develop as a reflective practitioner that you try different methods which suit your current circumstances. The important part is that it works - if it doesn't then you may need to move on and try something else.