Model Of Reflection In Education

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This assignment will reflect on the second year of the Foundation Degree in Education. The assignment includes School B (current setting) and refers back to School A (previous setting). There are formal and informal reflections on the learning journey that inform current professional development. Each module will be reflected on in a personal and professional manner and models of reflection used. Outlined will be my current role and responsibilities which reflect on the children’s development. My strengths and weaknesses will be critically analysed and solutions will be provided to strengthen these weaknesses. The action plan developed last year has been continually updated this academic year and will be evaluated in depth with future steps …show more content…
Many views have been considered such as Kolb’s Learning Cycle (Smith, 2010), Gibbs’ Reflective Cycle (Gibbs, 1998), Jennifer Moon’s Reflective Learning (Moon, 2004), Rolf, Freshwater and Jasper’s Reflective Practice (Rolf et al. 2001) and Schön 's model of Critical incident (Hall et al. 2015). All models have been followed in some aspect of educative reflection although others were impractical to some.
The reflective models that have been primarily followed are that of Schön and Gibbs. We looked at Schön an Gibbs’ Cycles in depth in module one of the previous academic year, we learnt that Schön believes reflecting while practicing is key to the development of professional practice, this reflects how Year four Yellow (YFY) practices in school, for example; while a lesson is taking place noting down what may need to be improved is key to the development of the child, therefore discussing and evaluating the lessons with teachers helps us improve future practice (Hall et al. 2015). Which has been crucial in applying myself toward my new
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This type of reflection is used in Year Four Green (YFG) due to some of the children having specific learning needs. The reflective cycle of Gibbs allows the team to reflect the behaviour of the children in comparison to their work, for example what happened during the lesson to make the children disengaged (if this was a point of action), did we feel that the work was challenging enough for the children? What actually went well with the lesson? and what could be altered to engage or challenge the children further these types of Points for Acton (PfA) have be introduced by many for children to self-assess which we covered in detail in module

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