Hi i too have to join an online forum to discuss reflective theoretical perspectives on reflection in relation to professional development, I too have found Kolbs and Gibbs, I feel that Kolbs is turning experience into knowledge and Gibbs is more how staff and practitioners deal with incidents and how they respond.
This is what I have found,
Two main theories that have influenced people’s understanding of the process of reflection, in relation to professional development, Kolb’s learning cycle and Gibbs’ reflective cycle. Below they are explained:
Kolb’s Learning Cycle*- Kolb suggested that there may be a learning cycle this cycle could be used to help people reflect on their learning. The cycle includes four processes which Kolb suggested need to take place for effective learning.*
The first being Concrete experience – This is means doing something in an early years setting such as teaching a child how to use scissors.
The second is Reflective observation – This is reviewing and reflecting on the experience which elements teaching the child which things were a success and which didn’t work.
the Third is Abstract conceptualisation – This is about developing new ideas. Meaning thinking of activities that involve cutting if that child is interest in scissors then that is in that child's interests and you could think to include other interests such as cutting out pictures of things that interest them as well and this will lead to discussion and building relationships with the child.
The fourth is Active experimentation – Meaning putting in to practice the new ideas and then carrying out activities using the new ideas.
The cycle means that once we have carried out our new ideas, we reflect on these once more and so the cycle continues.*
In relation to professional development, it is thought that the cycle allows you to reflect on your practice, think of new ideas and put them in to practice and reflect on the ideas. The process of continuous evaluation and reflection leads to improvements in practice.*
Gibbs’ Reflective Cycle*
Gibbs adapted Kolb’s work to develop a more structured approach which could be used to help people reflect on their responses to certain situations and come to conclusions about what they could do differently next time.*
The cycle suggests that following an incident or situation that arises that you think about what happened and how you felt at the time. You then evaluate it and ask questions such as was it good or bad and why, You then go on to analyse why it happened and what conclusions could be reached once you have wrote your evaluation an action plan is then drawn up.*
In relation to professional development Gibbs’ reflective cycle provides a structured approach for practitioners to reflect on how they react or manage a situation or incident. For example a two year old child who continues to pour water on the floor after being asked to stop is shouted at by a practitioner and then cries. This incident can be reflected on using Gibbs’ reflective cycle, the cycle provides steps to help us understand how this situation could have had a different and more positive outcome. Asking how was the practitioner feeling at the time and did this effect their response? The evaluation step asks the question if the response was the right one and if not the analysis allows us to understand why this could be and what we could do to improve this. The conclusion brings together the information about the incident in order to form an action plan to prevent this situation happening again. This could be gaining knowledge about the development of a child of this age and ways to manage unwanted behaviour and strategies to stop a situation such as this. The practitioner may also have to think about resting more to make sure they are not so tired while at work to ensure patience is not affected through tiredness or stress.
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