explain Reflective Teaching Cycle (Gibbs, 1988)

Answer 1

The Reflective Teaching Cycle, developed by Graham Gibbs in 1988, is a framework designed to guide educators through a process of critical self-reflection and improvement. The cycle consists of six stages, each aimed at exploring and enhancing teaching practices.

1. Description: The first stage involves describing the teaching experience or event in detail. This may include noting the context, goals, and any specific interactions or challenges encountered during the teaching session.

2. Feelings: In this stage, teachers are encouraged to examine their emotional responses and reactions to the teaching experience. They explore their own feelings and thoughts to understand how these may have influenced their teaching approaches or decisions.

3. Evaluation: The third stage involves a critical evaluation of the teaching experience. Here, educators analyze what worked well and what could be improved. They consider aspects such as student engagement, clarity of instruction, and the effectiveness of teaching strategies.

4. Analysis: In this stage, teachers delve deeper into the evaluation and identify the underlying factors or reasons for the observed successes or challenges. They reflect on the impact of their teaching choices and decisions and consider alternative approaches that could have been used.

5. Conclusion: The fifth stage involves drawing conclusions from the analysis and evaluation. Teachers make meaning from the experience and identify key insights or lessons learned.

6. Action Plan: The final stage is the action plan, where teachers outline specific steps and strategies to improve their teaching practice based on the reflections and conclusions from the previous stages. These actions can include changes to instructional techniques, adjustments to classroom management, or seeking professional development opportunities.

The Reflective Teaching Cycle is cyclical in nature, meaning that each teaching experience can be followed by another round of reflection and improvement. By engaging in this continuous process of reflection, educators can enhance their teaching practices and continuously strive for improvement.