Gibbs Model of Reflection: A Structured Approach to Experimental Learning

This article discusses Gibbs Model of Reflection, a structured approach to experimental learning. It explains the different stages of the model and how it can help improve communication skills. The article also includes a personal reflection on a group assignment and an action plan for future improvement. Relevant sources are cited.

Refection

INTRODUCTION
Gibbs model of reflection:
It is a reflection model that provides structure to a person in order to support experimental
learning. It is a cycle that allows a person to ensure improvement on basis of a standalone
experience. It helps a person for purpose of analysing the situation. There are different stages
included in this model that are mentioned underneath:
Description: During the completion of the module, the tutor assigned work to us and for this, we
need to form a group. In order to complete the work in a group with collaboration, we have to
divide the work. It clears the responsibility and role of different members for completing the
assignment (Chung, 2019). After three weeks, we get the outcome by merging the complete
work and that helps us to get good grades during the exams.
Feeling: Before giving the presentation, I was happy as I will learn something new. Whenever
we turn in our assignment and the instructor commends us for my strong presentation and the
useful and relevant information we utilised, I am overjoyed. Since the show has not yet been
completed by me alone, I have asked my professor to commend the entire people. As a result,
both prior to and after the incident in addition to while it is happening, I feel differently.
Evaluation: There are different things in this experience go well and some things that did not go
well. Things that did not go well is that we are unable to practice the presentation in an effective
manner which made it difficult for us to deliver the presentation due to lack of practice. There
are certain things which went well as all the members are cooperative and listened to each other.
Analysis: If one of us possessed the necessary ICT skills, we would handle the issue
immediately rather than waiting for an expert to arrive and provide us with a solution. A further
concern is problem-solving ability. I learn that I can't enroll in an effective problem-solving
program since, if I did, I could come up with a decent solution to the technical difficulty. On the
other hand, a few positive things do occur in this circumstance, and one of them is that we meet
the deadline (Fathelrahman, 2019). Because to my strong excellent interpersonal communication
abilities, my team and I were able to convey our information effectively and on time. We help
ensure to assign tasks based on the abilities of the group members and effectively communicate
the team's primary objective to everyone.
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Conclusion: From the situation, I am able to conclude that I haven't improved my
communication skills due to my need to work well with my team members and listen to their
suggestions in order to complete the assignment my teacher has assigned. As a result of taking
on the duty to study the material necessary for the assignment, I have also developed my
research skills. On the other side, I also discover that I need to catch up on learning a few
abilities, such as concern and ICT skills, as well as a few other talents.
Action Plan: If I face the same situation again in the future, I will ensure to find proper time
with to communicate with group members as it allows me to practice the presentation and other
things in an effective manner. It will increase my chances of getting more grades to me in the
future.
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REFERENCES
Books and Journals
Chung, M., 2019. A Gibbs sampling algorithm that estimates the Q-matrix for the DINA
model. Journal of Mathematical Psychology, 93, p.102275.
Fathelrahman, A., 2019. Using reflection to improve distance learning course delivery: a case
study of teaching a management information systems course. Open Learning: The
Journal of Open, Distance and e-Learning, 34(2), pp.176-186.
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