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Choosing an inquiry cycle to guide open-ended learning processes in schools is a recommended practice, especially in schools with International Baccalaureate (IB) programmes. Adding the use of a reflection cycle for both teachers and learners can significantly enhance the learning process by fostering deeper understanding, self-awareness, and continuous improvement.
Many teaching standards and frameworks emphasize the importance of reflective practice for educators. Implementing a model that aligns well with these expectations provides teachers with a practical tool to meet professional development standards and demonstrate a commitment to ongoing improvement. A reflection model can also be a valuable tool for collaborative learning discussions with teachers using it to structure conversations about their experiences, leading to shared learning and improved teaching practices.
Among well-known reflection models, Gibbs’ Reflective Cycle stands out as particularly valuable for teachers who typically have diverse and dynamic experiences in the classroom. Through the process of reflection, teachers develop a heightened awareness of their teaching methods and interactions with students and the learning environment. This self-awareness is a foundation for effective teaching and can lead to more intentional and student-centered practices. The inclusion of a stage specifically focused on feelings acknowledges the emotional aspect of teaching, and the cycle’s focus on continuous improvement aligns with the professional development goals of educators.
Developed by Graham Gibbs in 1988, the Gibbs’ Reflective Cycle consists of six stages which are completed in a particular order. The first stage is to describe an experience. This is followed by reflecting on the feelings felt during the experience, identifying what knowledge was gained from it, analyzing any decisions made in relation to it, and considering how this could have been done differently. The final stage of the cycle is to come up with a plan for how to approach similar experiences in the future.
To illustrate, let’s consider a group of teachers new to an IB programme reflecting on a unit of learning. In the ‘Description’ stage, the teachers might describe the resources and approaches used, the sequence of learning experiences, and the learning outcomes of the unit. Following this, the teachers would move on to the ‘Feelings’ stage, where they might express how they felt during the various phases of the unit, perhaps noting where they felt particularly confident, anxious, or uncertain.
The ‘Evaluation’ stage would involve the teachers reflecting on the unit, considering how they could have done things differently and what went particularly well. In the ‘Analysis’ stage, the teacher might consider the wider implications of their actions and how this impacted the students‘ experience.
Finally, in the ‘Conclusion’ stage, the teachers would summarise their reflections by noting what they have learned from the experience. They would then set an ‘Action Plan’ for how they will apply this newfound knowledge in their future practice.
If you are interested in trying this out, you can use the adapted version of the cycle here which has been designed specifically for use in inquiry-based settings.
You can also use the more detailed question prompts provided here to support your inquiry reflection:
1. Description: This stage involves describing the event or experience in detail.
-> Start by objectively recounting the experience. Ask:
2. Feelings: In this stage, individuals explore their emotions and feelings related to the experience.
-> Start by capturing emotional responses to the experience – both positive and negative emotions. Ask:
3. Evaluation: This step involves a critical analysis of the experience.
-> Start by assessing the positive and negative aspects of the experience. Ask:
4. Analysis: Next, interpret the experience by analyzing the factors that influenced the events including the potential impact of personal beliefs, values, and external factors on the situation.
-> Start by digging deeper into understanding why things unfolded as they did. Use:
5. Conclusion: Now, draw conclusions about the experience.
-> Start by determining what you could have done differently and what you’ve learned from the experience. Ask:
6. Action Plan: The final stage is about planning for future actions.
-> Start by developing a plan detailing what you’ll do in a similar situation in the future. Ask:
An Inquiry Reflection Cycle is an effective tool for both teachers and students and can lead to increased self-awareness, deeper understanding of content, skill improvement, increased motivation, improved goal setting, and better overall decision-making. It can have profound effects on personal and professional development by providing an avenue for constructive feedback and self-improvement. In addition, the reflective cycle promotes emotional intelligence by encouraging individuals to explore their feelings and reactions to different experiences which can lead to increased resilience, better stress management, and improved interpersonal relationships.
It is through such reflection that we move from the realm of ‘doing’ to ‘understanding’, transforming experiences into learning.
Main, P. (2023, May 9). Gibbs’ reflective Cycle. Structural Learning. Main, P. (2023, May 9). Gibbs’ Reflective Cycle. Structural Learning. https://www.structural-learning.com/post/gibbs-reflective-cycle
Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The Impact of Reflective Practice on Teacher Candidates’ Learning. International Journal for the Scholarship of Teaching and Learning, 13(2), 15.