The document discusses reflective-reflexive practice theory and the Gibbs model of reflection. It provides an overview of reflective-reflexive theory, which aims to help learners challenge assumptions, explore new ideas, connect theory and practice, and use critical thinking. The Gibbs model is then described as a framework to guide reflection through stages like describing an event, evaluating feelings and outcomes, analyzing further implications, developing action plans, and considering effectiveness. The document concludes by emphasizing the importance of reflection in learning from experiences.

1. 2014 International Reflective–Reflexive
Practice Education Conference

2. Overview and Description of Theory

3. Overview and Description of Theory
Continued
Generally, adhering to the guidelines of the
theory will ultimately evoke in a learner the
autonomous reflexes to :
 challenge suppositions
 explore novel approaches and ideas
 connect practice and theory
 utilize critical thinking and analytical skills,
that are all encompassed in the amelioration of
the learner profile. (Lia, P. (n.d.))

4. Implications of Gibbs Model of Reflection
Allows the practitioner to learn
from experience.
The questions are narrow and
require professional,
experienced guidance
Encourages systematic
thinking about the phases of
an experience or activity.
Because of the lack of detailed
questions at the different
stages, a more elaborate
model will be required to
pursue deeper reflection.
Opportunity to view the
various perspectives on a
given experience issue or
action
At Stage 2 the introspection
required may be frightening
and intimidating to some as it
requires an open and honest
view of oneself.
Allows the practitioner to have
a more balanced and precise
judgement
At the Analysis Stage the
practitioner may choose to
repress or overlook an
unpleasant event that may
have occurred.
ADVANTAGES
DISADVANTAGES

5. DESCRIPTION
What
Happened?
Jenny’s
Story
FEELINGS
What was she
thinking and
feeling?
EVALUATION
What was good
and bad about
the experience?
ANALYSIS
What else could
she make of the
situation?
ACTION PLAN
If it rose again
what should
she do?
CONCLUSION
What else could
have been
done?
E
F
F
E
C
T
I
V
E
N
E
S
S

7. Reasons why the theory was
chosen
Collectively, the model was chosen because:
• It allows us to be more articulate in our
approaches to life scenarios, to look at cases
from a number of perspectives as well as to
take action in handling those cases if they
were to recur in the future.
• It makes it easier to practice reflection both in
our academic and professional lives due to
the simplicity and straight forward points of
analysis.

8. CONCLUSION
To recap, this evening we looked at Gibbs Model of
Reflection. We not only introduced you to this amazing model
but we touched on both the Advantages and Disadvantages.
We also spoke on the effectiveness of such a model in the
Educational Forum. We, the Gibbs Models, implore you as
reflective/reflexive practitioners to employ this model in other
parts of your lives.
Just a closing quote from Mr. Gibbs himself. ‘It is not
sufficient simply to have an experience in order to learn.
Without reflecting upon this experience it may quickly be
forgotten, or its learning potential lost. It is from the feelings
and thoughts emerging from this reflection that
generalisations or concepts can be generated. And it is
generalisations that allow new situations to be tackled
effectively.’ (Gibbs 1988)

9. References
• Accessibility navigation. (n.d.). Retrieved November 4, 2014, from
http://www.reading.ac.uk/internal/studyadvice/StudyResources/Practicebasedlearning/sta-reflectivethinking.
aspx
• Bluff, R., & Raynar, M. D. (2005). Decision Making in Midwifery Practice – Elsevier Limited
• Finlay, L. (2008). Reflecting on ‘reflexive practice’. Practice Based Professional Learning
Centre, 52, 1 – 27.
• Lia, P. (n.d.). Using Gibbs Reflective Cycle. Retrieved November 4, 2014, from
http://www.kcl.ac.uk/campuslife/services/disability/service/Using-Gibbs-Reflective-Cycle-in-
Coursework.pdf
• Pearson, J. (2012). HCAs: Developing Skills in Reflecting Writing. British Journal of Healthcare
Assistants, 06 (03), 140-142.
• Reflection. (n.d.). Retrieved November 2, 2014, from