Lesson Planning: Evaluating Learning and Reflecting on Teaching

Students’ tend to compartmentalise their reflections around stimuli emergent from critical incidents or problems that occur within lessons rather than reflecting the positive aspects of the lesson i.e. learning gains by pupils or what they have learned about their own practice.

Students often hold a range of personal epistemologies, which manifest the beliefs and attitudes they hold towards what constitutes knowledge.  This impacts upon the range and types of evidence they draw upon and what they perceive to be important within the lesson.

Gibbs (1988) Model of Reflection

Built from Kolb's experiential reflective cycle, it proposes that theory and practice enrich each other in a never-ending cycle.