Will this be decided by looking at data, each learner’s performance or an aspect of the curriculum? This could be a whole task or something specific about a task. Some practical ideas include changing the task from independent work to paired work, adding a scaffold to a challenging task, providing instructions step by step, and making activities time based. By getting involved in the reflective process, you will create an environment of partnership-working as you question and adapt both your own practice and that of your students and other colleagues. The learning process then becomes an active one as you are more aware of what you want your students to achieve, delivering results which can be shared throughout the institution. Reflective practice allows you to adapt lessons to suit your classes. You can create and experiment with new ideas and approaches to your teaching to gain maximum success. In Gibbs' model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation.

PLAN, ACT, REFLECT (THEN REPEAT) - Center For Strategic PLAN, ACT, REFLECT (THEN REPEAT) - Center For Strategic

Throughout the school year, if assessments show students are not learning as expected, mid-course corrections are made (such as re-instruction, changing teaching methods, and more direct teacher mentoring). Assessment data become input for the next step in the cycle. ActReflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress.

Plan, Reflect, Repeat: The Whittaker Journal by Carys

Reflecting and responding to your reflections will directly affect your students as you change and adapt your teaching. You will reteach and reassess the lessons you have taught, and this will allow students the chance to gain new skills and strengthen learning. Creating evaluation models will help you to know whether the actions you have taken have had the intended effect. A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together. Reflection is a basic part of teaching and learning. It aims to make you more aware of your own professional knowledge and action by ‘challenging assumptions of everyday practice and critically evaluating practitioners’ own responses to practice situations’ (Finlay, 2008). The reflective process encourages you to work with others as you can share best practice and draw on others for support. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them.This is where you make sure students play an active part in their learning. You will ask them to carry out a short reflection on how well they felt the lesson went and to assess the lesson’s strengths and possible ideas for development. Reflection can be done on the spot (Schön: reflection-in-action). You should be reflecting on things as they happen in the classroom. Part 1: This introduction walks through the PDCA cycle’s origins in the scientific method, as well as its connection to the Deming-Shewhart cycles. Act: Take action based on what you learned in the study step. If the change did not work, go through the cycle again with a different plan. If you were successful, incorporate what you learned from the test into wider changes. Use what you learned to plan new improvements, beginning the cycle again.

Plan, Reflect, Repeat – HarperCollins

Some practical ideas include introducing a different task, clearer instructions, time-based activities and activities which appeal to different learning styles. Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development. Do your students ultimately understand what success looks like in the task or activity? Can they express this for themselves? Ask a student to keep a learning journal of their lessons. This journal could include what they enjoyed, how they felt in the lesson, what they understood and engaged with, what they still need more help with, what they liked about the lesson and things they thought could have been better.At this stage, the practitioner draws all the ideas together. They should now understand what they need to improve on and have some ideas on how to do this based on their wider research.

Plan, Reflect, Repeat – HarperCollins Publishers UK

This section is where the practitioner makes sense of the experience. They consider what might have helped the learning or hindered it. It is in this stage that the practitioner refers to any relevant literature or research to help make sense of the experience. For example, if you felt the instructions you gave were not clear, you could consult educational research on how to communicate effectively. Another simple model was developed by Driscoll in the mid-1990s. Driscoll based his model of the 3 What's on the key questions asked by Terry Borton in the 1970s:By working with other colleagues and students, relationships become positive and demonstrate mutual respect. Students feel part of the learning cycle and are more self-aware. Colleagues can ‘team up’, drawing on expertise and support. This will develop the whole institution’s best practice. All of these things together result in a productive working environment. Reflection-on-action should encourage ideas on what you need to change for the future. You carry out reflection-on-action outside the classroom, where you consider the situation again. This requires deeper thought, for example, as to why the students did not understand the topic. It encourages you to consider causes and options, which should be informed by a wider network of understanding from research. Part 3: The final webcast provides an example application of PDCA and explores the benefits of using PDCA. Teachers develop individual goals to improve their instruction where the "analyze" step showed any gaps. This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event. Here the practitioner should explain feelings and give examples which directly reference the teaching experience. It is important the practitioner is honest with how they feel, even if these feelings might be negative. Only once the feelings have been identified can the practitioner implement strategies to overcome these barriers.