Gibb’s Reflective Cycle: Assessment 2

This article discusses Gibb’s Reflective Cycle and its stages. It explains how to analyze experiences in a systematic manner. The article also provides a reflective account for Assessment 2.

MENTAL WEALTH:
PROFESSIONAL
EXCHANGE AND APPLIED
RESEARCH

Contents
Assessment 2: Reflective Account............................................................................................................3
Gibb’s Reflective Cycle...........................................................................................................................3
REFERENCES..........................................................................................................................................6

Assessment 2: Reflective Account
Gibb’s Reflective Cycle
The Gibb’s reflective cycle was developed in the year 1988 by Graham Gibbs and offers a
framework that can be used to examine experiences (Gibbs' reflective cycle, 2020). The experiences can
either be an individual experience or associated with a group. The model involves six different stages and
encourages people to think about and analyze their experiences in a systematic manner. The different
stages of reflective cycle are explained below –
Description
We were asked to work on a project titled, “Impact of digital marketing on businesses throughout
the world”. The project involved creating a poster presentation on the given topic. We were provided with
notes for 12 consecutive weeks, wherein each week we learnt about different sections that had to be
included in the poster. In order to complete the project, my tutor provided notes for 12 weeks regarding
the different topics that had to be included in the same (Ahmed, 2020). During the first week, we learnt
how to write an authentic and interesting research introduction. The introduction is one of the most
important components of any project as it outlines the major topics that have been discussed in the same.
In order to write a research introduction that is interesting, one should have a complete understanding of
the topic that the project is going to be based on. In the next week, i.e., Week 2, we learned how to
identify a research problem. Through the notes provided on research problem, I learned that it is a
statement that outlines a particular condition or difficulty tat has to be eliminated. We were given enough
time to write a research introduction as well as identify a research problem.
Feelings
Before we can for the class the following week, we realized that we had a lot of work to do on the
project. I was a little nervous as I was not sure if I’d written the introduction as well as research problem
in an appropriate manner (Arumugam and et. al., 2017). I felt that I had put in my best efforts to write
both the sections in as effective way possible so I had some motivation that I would not have to rewrite it
again. This made me feel confident and I was excited to learn what the tutor was too teach in the class.
This was Week 3, during which we learned about developing aims, objectives as well as a hypothesis.
The tutor spent one whole week to enable us to understand the importance of the same and frame the
same in an effective way. During the next week, i.e., Week 4, we were taught how to write the literature
review section.
Evaluation

This is the third stage of Gibb’s reflective cycle, wherein it is evaluated what worked for the
situation and what did not. In the given situation, I think that our tutor went ahead with teaching us each
of the different topics to be included in the report. This helped each one of us to not only produce good
quality work, but also understand the topics in depth. But I think that the topic research methodology,
which was covered in two different weeks, i.e., Week 5 and Week 6, could have been completed in a
single week. This is because I thought that this section was easier as compared to the others. So, in order
to get through these two weeks quicker, we read different research books and research journals that were
available online.
Analysis
I think that the reason why we were able to write the research methodology section in an effective
way, was because apart from the tutor teaching us about the topic, we made use of the available time and
referred to different books, journals as well as websites. This not only helped us in improving our overall
knowledge but also enabled us to write an informative methodology. During Week 7, we were taught
about data collection and different methods that can be used to gather information in order to complete
the project (Dressler and et. al., 2018). Similarly, during the next week, i.e., Week 8, the tutor taught
about population as well as sample. Sample is a group of pre-determined observations that are selected
from a large population. I thought that this section was also as easy as the research methodology, but I
ended up spending more time in selecting a sample and collecting data.
Conclusion
In this stage of the cycle, a conclusion about what happened is made. I learned that dividing work
can help in completing the same more effectively. This is because our tutor divided one whole module
into notes that were covered in a total of 12 wees. This not only reduced her burden of teaching
everything at once, but also allowed us to complete the project in an effective way as well as ell within
the provided time frame. During the Weeks 9 and 10, we were taught about how to analyze the collected
data and assessment clinic. Having done the project this way, made it possible to put the completed
sections together and avoid any kind of rewriting. I think this situation taught me to divide any big task
into small activities and then track the progress of each one of them.
Action Plan
This is the last stage of the reflective cycle and involves planning about what can be done if a
similar situation is encountered again (Markkanen and et. al., 2020). During the last two weeks, i.e.,
Week 11 and Week 12, the tutor finally taught us the last topics that had to be included in the project.

These were results and findings as well as conclusions and recommendations. If I ever encounter a similar
situation in the future, I will divide my work into different tasks. Moreover, I will try to refer other
sources of information available in order to enhance my understanding of the subject. Finally, I will ask
the concerned person if I face any doubts or have concerns. This will be beneficial for me in my
academics as well as my career in the future.

REFERENCES
Books & Journals
Ahmed, A. M., 2020. From reluctance to addiction: the impact of reflective journals on Qatari
undergraduate students’ learning. Reflective Practice. 21(2). pp.251-270.
Arumugam, B. and et. al., 2017. Reflective writing–how a medical student can reflect?. Journal of
Education Technology in Health Sciences. 4(2). pp.47-53.
Dressler, R. and et. al., 2018. The cross-cultural reflective model for post-sojourn debriefing. Reflective
Practice. 19(4). pp.490-504.
Markkanen, P. and et. al., 2020. A reflective cycle: Understanding challenging situations in a school
setting. Educational Research. 62(1). pp.46-62.
Online
Gibbs' reflective cycle. 2020. [Online]. Available through:< https://www.ed.ac.uk/reflection/reflectors-
toolkit/reflecting-on-experience/gibbs-reflective-cycle>.