Kolb’s reflective model is referred to as “experiential learning”. The basis for this model is our own experience, which is then reviewed, analysed and evaluated systematically in three stages. Once this process has been undergone completely, the new experiences will form the starting point for another cycle.

Reflective thinking means taking the bigger picture and understanding all of its consequences. It doesn’t mean that you’re just going to simply write down your future plans or what you’ve done in the past. It means truly trying to understand why you did what you did, and why that’s important.

Reflective thinking helps you to: Develop a questioning attitude and new perspectives. Identify areas for change and improvement. Respond effectively to new challenges.

10 ways to encourage student reflection…

1. Focus on process, as much as on content. Guy Claxton calls this ‘split screen teaching.
2. Focus on learning, not on teaching. Stop thinking about how to teach the content.
3. Always know why.
4. Invite students in.
5. Allow time.
6. Ask the right questions.
7. Write it down.
8. Use thinking routines.

Dewey and How We Think. Dewey defined reflective thought as ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends’ (Dewey 1933: 118). He set out five phases or aspects.

Encourage students to find personal interest in the subject matter. Dewey believed that students should feel connected to classroom material, in order to retain information and adapt it for personal use. Boost student motivation by highlighting the ways students can use subject matter in the real world.

John Dewey’s beliefs concerning education were that children should “follow their animal instincts” and to practice permissive “self-expression” in the classroom.

Often considered one of the greatest thinkers of the 20th century, Dewey had a vital influence on psychology, education, and philosophy. His emphasis on progressive education contributed greatly to the use of experimentation rather than an authoritarian approach to knowledge. Dewey was also a prolific writer.

Dewey believed that human beings learn through a ‘hands-on’ approach. This places Dewey in the educational philosophy of pragmatism. Pragmatists believe that reality must be experienced. From Dewey’s educational point of view, this means that students must interact with their environment in order to adapt and learn.

A theory of change articulates explicitly how a project or initiative is intended to achieve outcomes through actions, while taking into account its context. Theory- based methods are applicable to a range of disciplines including, for example, education, community development and public health.

The discipline of philosophy contributes in an indispensable way to the realization of four goals that should be fundamental to any institution of higher learning: instilling habits of critical thinking in students; enhancing their reading, writing, and public speaking skills; transmitting cultural heritages to them; …

Students must take at least one course in each of three areas: Contemporary Metaphysics and Epistemology [M&E], Contemporary Value Theory [V], and History [H]. In addition at least one of the electives must be a tutorial.

The study of philosophy helps us to enhance our ability to solve problems, our communication skills, our persuasive powers, and our writing skills. Below is a description of how philosophy helps us develop these various important skills.

A human person is a living being that contains a real and existing power to direct its own development toward fulfillment through perfect, unconditional, and infinite Truth, Love, Goodness, Beauty, and Unity, and will do so if all the proper conditions are met.

phenomenology of perception can be considered as a further development of. this analysis of embodied existence. To be embodied means to situate one- self in a specific environment, to engage in a particular situation.

Understanding our limitations

• You do not love (or sometimes even like) everyone you are supposed to serve. Nor do you have to.
• You will not be able to save everyone. You may need better skills.
• There is never enough time.
• There will always be things about your work and the people you work with that cause a strong emotional reaction.

“Don’t limit yourself….You will also experience something amazing – your hidden potential.

1. Become aware of limiting thoughts.
2. Begin to think big and see the possibilities.
3. Take action toward the big dreams that confront the limiting beliefs.
4. Surround yourself with other Big Dreamers.
5. Continue to Grow!

IF COURT IS CLOSED ON LAST DAY – If court is closed on last day of limitation, suit, appeal or application can be filed on next day when Court reopens. A misjoinder of parties or of cause of action shall be deemed to be a cause of a like nature mentioned above.

Human error – e.g. mistakes can occur in recording observations or inaccurate use of measuring instrument. Deliberately falsifying results – i.e. scientific fraud. Bias – prior confidence in the hypothesis being true/false can affect accuracy of observation and interpretation of results.

Critical thinking and reflective thinking are often used synonymously. Dewey (1933) suggests that reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads.

It could be concluded that the six factors affected reflective thinking were reflective thinking activities, societal environment, responsibilities, open- mindedness, enthusiasm, and reflective thinking techniques.

What is Reflective Practice? Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is closely linked to the concept of learning from experience, in that you think about what you did, and what happened, and decide from that what you would do differently next time.

Reflective Practice is an essential part of developing new skills, but at a deeper level it grows the capacity of the individual to respond to challenges, make timely decisions, manage emotions, conduct productive relationships and cope with stress.

Reflecting helps you to develop your skills and review their effectiveness, rather than just carry on doing things as you have always done them. It is about questioning, in a positive way, what you do and why you do it and then deciding whether there is a better, or more efficient, way of doing it in the future.

The underlying premise of reflective practice is that any reflection requires thought which leads to action that is dependent on the result of the thinking that occurred. Mewborn (1999) suggested that action (practice) and reflection can be seen as a ‘bridge across the chasm between educational theory and practice’ (p.

Reflection enhances personal development by leading to self-awareness. If the focus of reflection is improvement in patient care, it helps to expand and develop clinical knowledge and skills. The process slows down activity providing time to process material of learning and link to previous ideas.

Reflection is a tool that is commonly used as part of student nurse education and in clinical practice, and is often supported by the use of reflective models. It can help demonstrate everyday learning and is also useful for processing thoughts after a critical incident.

Gibbs is another common model of reflection that is used within the health professions. Gibbs is clear and precise allowing for description, analysis and evaluation of the experience helping the reflective practitioner to make sense of experiences and examine their practice.

Whereas Kolb’s model is sometimes referred to as an experiential learning model, which simply means learning through experience. Gibbs’ model is sometimes referred to as an iterative model, which simply means learning through repetition. I used a lot of the Gibbs reflective model while trying to work as a team.

1. Step 1 – Description. This should be a brief description of the experience or event to set the scene and give context.
2. Step 2 – Feelings.
3. Step 3 – Evaluation.
4. Step 4 – Analysis.
5. Step 5 – Conclusion.
6. Step 6 – Action Plan.
7. Step 1 – Description.
8. Step 2 – Feelings.

Why Use Borton’s Reflective Model The use of any reflective learning model is primarily undertaken to facilitate self-improvement by reflecting on an event, to understand what occurred and to provide a process to allow for improvement: Borton’s model provides this framework.

Guide to models of reflection – when & why should you use different ones?

• “Difficult, but important”
• Gibbs reflective cycle (1988)
• Kolb reflective cycle (1984)
• Schön model (1991)
• Driscoll model (1994)
• Rolfe et al’s Framework for Reflexive Learning (2001)
• Johns’ Model for Structured Reflection (2006)

The John Driscoll Model of Reflection is a framework for reflection, developed into a structured process to guide reflection. There are several models of reflection and there isn’t one right choice. It’s important to choose the model that matches the person who will be using it.

Gibbs’ Reflective Cycle. One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.