Reflection in Learning - Gibbs Reflective Model, and Factors Involved in Reflection - Essay Example

OSCE REFLECTIVE PIECE Student’s name Course &Code Professor’s name University City Date Reflection in Learning Introduction Reflection is a process that involves the cognitive aspect of a human being and it bases on the ability to think and learn often used in daily life outcomes of human beings (Ong, 2013). Perhaps it’s more than just the normal use of common sense or the act of being wise (Ong, 2013). Evidently, reflection is a fundamental aspect in continuous learning of an individual since it tends towards the psychological aspect in relation to the educational aspects around a person’s life (Ong, 2013). Additionally, reflection is the process in which individuals manipulate knowledge towards a purpose. Essentially, it aids in the generation of the stored knowledge whenever it is required. In leaning outcomes, a student normally reflects when they notice that something different about the normal case is being considered and they compare the current case with the knowledge they have encountered in class; this enables them identify the differences presented in the case (Ong, 2013). As a result, reflection could be described as the essential stage where a learner integrates the new knowledge acquired in the classroom and adds to the existing frames of reference to enable them internalize and personalize the information for appropriate future reference (Race, 2015). As such this paper seeks to determine the essentiality of reflection in learning experiences of a student the OSCE module based on Alex Jones assessment on the education practice. It shall broadly discuss a reflection of the OSCE undertaken based on Gibbs Reflective Cycle outlining the key factors of the model, importance and the application of Gibbs Reflective Model to OSCE (Gibbs, 2103). A reflection of OSCE undertaken OSCE is a fundamental aspect that is used by various study schools to determine and measure the three aspects of self-reflection, ethics and humanism in which an integrated OSCE format is usually used (Singh, 2015). As such the OSCE reflection criteria undertaken in establishing the importance of reflection in the learning process of a student was based on personal reflection. Evidently, personal reflection shall help the student to interpret and analyze new information acquired in either the classroom or their normal encounters based on the earlier information they have in mind. Consequently, the OSCE reflective undertaken is vital in proper understanding of daily outcomes in a student’s life since it has questions that shall help the student in the field of education remember the past learned information and compare it to the present situation (Singh, 2015). Essentially, the assessment of Alex Jones on practice emphasizes the use of reflection as s fundamental study aspect in the life of a leaner. Additionally, learners need to be well versed with the type of questions that they need to ask themselves so as to help them reflect properly on the current situation to avoid confusion (Race, 2015). Reflective model Gibb’s Reflective Model was used in determining various activities that are involved in the reflection activity to enhance proper analyze and interpretation of learning situations. In effect, this reflection cycle or model is based on hypothetical model often used by many learners and other professionals in various fields of study as a framework in coursework assignments that require reflective analysis and interpretation (Gibbs, 2013). It is an effective model and has since its development helped many students to properly write and answer examination questions or even understand some life situations. The model was has since its creation been of importance in the learning and teaching outcomes of students and teachers (Lia, 2015). The reflective cycle has six stages which include; Description, Feelings, Evaluation, Conclusion and Action Plan respectively (Lia, 2015). Consequently, the model has some steps that appear similar hence sometimes this model is referred to us Repetitive Model which means learning through repetition (Lia, 2015). This model was chosen since in theory, the reflective process follows the a fore mentioned six steps in which each step informs the next; as such the model cannot work without inclusion of all steps since the steps lead to each other and they are interrelated (Lia, 2015). However, when using this model practically learner and other professionals commonly misinterpret between the evaluation, analysis and conclusion stages. Fore mentioned steps appear to have similar content and in this regard, it calls for a lot of reappearance. Essentially, repetition enhances proper learning since repetition enables easy remembrance of the concept (Lia, 2015). Critical interpretation and analysis is mostly needed at the stage that involves analysis while the subsequent five stages are include statements of describing, summation and justification that enhance proper learning (Lia, 2015). Evidently, the cycle has questions at each stage that enables the student to interconnect the earlier learned information with the current one to enhance quick remembrance. Factors Involved in Reflection Given that reflection is a type of thinking that is associated with deep thoughts that are aimed at achieving better understanding of an aspect, it has various key factors that are involved in it. Consequently, it contains factors such as the act of making sense of experience (White et al, 2015). In this regard, reflection is used in analyzing experience and actively trying to make sense out of it. As such, this factor enhances proper understanding of ideas or different aspects (White et al, 2015). The second factor considered in reflection is the act of remembering what took place earlier (White et al, 2015). It is always difficult sometimes to replicate something when held up in an emergency as such remembering what happened earlier and sticking on it gives better view or perspective on an experience or an issue and enhances the proper action to be taken (White et al, 2015). The third factor in reflection is the repetition aspect (White et al, 2015). Reflection involves going over something often several times in order to get a broad view of a certain concept and to ensure that nothing is missed. Other factors that are used in reflection include but not limited to deeper honesty where the student or the person involved needs to strive after truth to ensure accuracy, clarity to avoid confusion, understanding situations to enable deeper analysis and making judgment which involves drawing conclusions in order to move on (White et al, 2015). Importance of Reflection and Reflective Practices Reflection and reflective practices are a vital aspect in the learning and actual profession practice in human beings life. Consequently, some of the importance of reflection and reflection practices include the following. Firstly, it aids in acquisition of ability to challenge some of personal assumptions (Lia, 2015). Reflection gives facts about some aspects that a person might tend to assume or have a wrong perception about them in the learning outcomes. It helps provide accurate information about a specific phenomenon. Secondly, it helps an individual to explore different ideas either new or old and various approaches of doing or thinking about some things (Lia, 2015). Reflection provides a varied number of new ideas that help an individual gather enough knowledge about a certain aspect to enhanced proper thinking and interpretation of ideas. Thirdly, it helps in the promotion of self improvement in that it gives an individual an opportunity to establish their strengths and weaknesses and better on them (Lia, 2015). Lastly, reflection and reflective practices help an individual to connect between actual practice and the related theoretical aspects by combining or observation of knowledge in different fields (Lia, 2015). Application of Gibb’s Reflection Model to the OSCE Gibbs’s Reflection Model can be applied to OSCE because OSCE focuses on three fundamental aspects of self-reflection ethics, and humanism. Consequently, self-reflection aspect in the OSCE is the targeted aspect that can be aided by the use of Gibb’s Reflection Model since the model bases on six interrelated aspects that aid in reflection (Gibbs, 2013). Evidently, the model consists questions and guidelines in each section that aid in the accurate reflection that enhances proper understanding of aspects in life hence fostering the three pillars emphasized by OSCE; self-reflection, ethics and humanism (Lia, 2015). The model describes specified and vital details, describes clarity of one’s knowledge that enhances in proper establishment of ethics in a human beings life (Singh, 2015). Additionally, it has a column that expresses feelings of an individual. In this regard, the aspect of humanism is expressed since the model is sensitive about human beings feelings and does not condone acts of inhumanity (Singh, 20150. Evidently, the Gibb’s Reflective Model is applicable to the OSCE since the model or cycle contains all of the aspects that are contained in the OSCE. Conclusion Conclusively, reflective practices are a fundamental component in any field of study in positively impacting personal and professional development. It is proved that reflection is an importance practice since it enables various professionals and students to critically analyze situation before making final judgments. As such, a student or an individual in a certain profession has the ability to choose the correct reflection model to use in their daily life endeavors. In this regard, Gibb’s Reflection Model is recommended for use since it contains all the necessary aspects that can also be applied to the OSCE and realize positive output. Consequently, reflection aids in proper learning and acquisition of proper kills by various persons in different professions. Reference List Gibbs, G. (2013). Reflective Model: Professional Learning and the Reflective Practitioner. [Online] Accessed from https://www.kcl.ac.uk/campuslife/services/disability/service/Using-Gibbs-Reflective-Cycle-in-Coursework.pdf [on 5th July 2015] Lia, P. (2015). Using Gibbs’ Reflective Cycle. Learning Support Tutor: Disability Advisory Service: KCL Ong, R. (2013). The Role of Reflection in Student Learning: A Study of its Effectiveness in Complementing Problems-based Learning Environments. Centre for Educational Development Republic Polytechnic1 Kay Siang Road, Singapore 248922 Singh, A. (2015). Classroom Management: A Reflective Perspective. Faculty of Education Memorial University of Newfoundland St. John's, NewfoundlandCanadaA1B3X8 White, P, Laxton, J & Brooke, R. (2015). Reflection: Importance Theory and Practice. Journal of University of Leeds [Online] Accessed from http://www.alps-cetl.ac.uk/documents/Reflection_BAA_article_submission.pdf [on 5th July 2015] Read More