Education Artefacts: A Gibbs Model of Reflection and SWOT Analysis

This essay employs Gibbs' Reflective Cycle to analyze personal experiences related to education artefacts. The reflection includes a description of personal strengths, weaknesses, opportunities, and threats (SWOT analysis). The author identifies creativity and leadership as strengths but acknowledges weaknesses in communication and decision-making. Opportunities for future team leadership roles and career advancement are noted, alongside threats like communication apprehension and competition. The reflection concludes with SMART goals aimed at improving communication skills, academic performance, and overall academic skills, referencing strategies for improvement from various sources. Desklib offers similar solved assignments and study resources for students.

SMART goals
• To develop oral and written communication skills within 3
months in professional manner (Fathelrahman, 2019).
• To improve academic grades with 10% in upcoming 6 months.
• To develop academic skills in next 12 months.
Education Artefacts
Gibbs Model of reflection
It is a reflection model introduced by Graham Gibbs in the year 1988
(Mulryan-Kyne, 2021). It consist mainly six stages in reflective
model which are mentioned below:
• Description
• Feelings
• Evaluation
• Analysis
• Conclusion
• Action plan
SWOT analysis
Strength:
I am a creative person as I like to develop different ways of
doing work.
I have strong leadership skills on basis of which I can
manage teams.
Weakness
I have poor communication skills.
I not able to make quick decisions.
Opportunity
I can get opportunity to handle a team in future in order to
attain team goals.
I can also get good career opportunity on basis of skills.
Threat:
It cannot be confident to communicate in front of people.
Competition is another threat for me as it does not allow me
to get good things.
References
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.
Mulryan-Kyne, C., 2021. Supporting reflection and
reflective practice in an initial teacher education
programme: An exploratory study. European Journal
of Teacher Education, 44(4), pp.502-519.
Soundiraraj, S. and Babu, B.A., 2022. Reflective
Practice for Teachers in the Post-Method
Era. Contemporary ELT Strategies in Engineering
Pedagogy: Theory and Practice.