Gibbs Reflection Cycle Report on University Learning Experience

This report presents a Gibbs Reflection Cycle analysis of a student's learning experiences, contrasting their time in school with their current university studies. The student highlights key differences, such as the increased autonomy and decreased restrictions in university settings compared to the more structured environment of schools. The report emphasizes the importance of self-directed learning and the development of personal, communication, social, and emotional skills. It also discusses the shift in teacher-student dynamics, with a focus on the student's responsibility for their own learning. The student reflects on the positive aspects of university life, including the freedom of dress code and the ability to choose class attendance. The report concludes with a commitment to personal development and improvement in areas identified as needing attention. The references include books and journals related to education and learning.

PROGRESSIVE
REPORT

Table of Contents
GIBBS REFLECTION CYCLE THEORY.....................................................................................1
REFERENCES................................................................................................................................3

GIBBS REFLECTION CYCLE THEORY
This is the reflective paper of my own experiences which I came across at the time of
completing my studies in the University. Considering the difference in between the learning
provided in the other institutions and the Universities, it can be easily said that there are a lot of
differences which makes it visible to everyone to give preference to the learning provided in the
Universities (Biesta, 2015). This thing could be noticed by an individual person that while
learning in schools, there are a lot of restrictions on an individual student such as on learning,
studying patterns, punishments and many more. In the schools, I was provided with due care and
a family environment where you are treated as you own children.
Students are punished in case they had not completed their homework provided. But in
the studying patterns of Universities, it is totally different. I felt good while learning at school, as
in case it was not possible for me to understand things at first instance that it was possible for me
to ask it again to make improvement in my learning. They do give much importance and care to
the students because at this level of their age, it is not important that they should be given with
much importance, they are enough mature that they could decide at their own that what is good
for them and what is bad for them.
Along with this, there has also been said that there is a lot of difference in between the
size and scope of these two institutions. As the schools work in local areas or at small scale but
looking upon the areas covered by the Universities are counted under the global level. However,
exceptions are also there, so there are also some schools which are also operating at national or
global level. Along with this, I also felt different in size and scope of operating areas of schools
and universities as well which and due to this, it is not possible for the institutions to look over
their working and to make it more effective and well. But looking onto the condition of
Universities, it is not at all like this, there is a difference in between these conditions as well
(Buckingham, 2017). This is included in my positive experiences that there is no preferred dress
code for the students, they could wear dresses according to their own wish and desires as in
schools, there are dress codes and students needs to follow and it was also our identity with
which anyone could know about us. There are no such restrictions on the dressing codes of
students.
In comparison to the past experiences in relation to studying, I would like to prefer to the
ways of studying provided in the schools where due care and importance is given. In case of
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Universities, students are not supposed to come to the class because of the fear of beaten from
teachers, but they attend the classes at their own wish (Sursock, 2015). No one will say anything
to them in case they are not attending the classes. In other words, it can be said that the main
contribution in shaping the future of an individual is in the hands of teachers. However, in has
been said that in shaping the future of students the teachers in schools do carry a share on which
means to says that percent contribution is of students and of teachers, it is only one percent. But
according to me, its completely opposite (ongworth, 201).
Yes, there are some areas of learning where I would like to make improvement such as
personal, communication, social and emotional development in which I think that I am not good
and it is very important for an individual to have these skills in order to be succeed in his/her life.
These are some of the development areas which were not being addressed at the time of my
schooling because at that time I was not much focused to the level to which I am focused now.
However, the level of improvement which could be made by me at that time is not possible now
but I will try my best to make improvement in myself.
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REFERENCES
Books and Journals
Biesta, G. J., 2015. Beyond learning: Democratic education for a human future. Routledge.
Buckingham, C., 2017. Education. In HLM50+ Towards a Social Architecture (pp. 226-253).
Routledge.
Longworth, N., 2019. Making lifelong learning work. Routledge.
Sursock, A., 2015. Trends 2015: Learning and Teaching in European Universities. European
University Association.
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