University Learning: Personal Learning Preferences Reflection Report

This report presents a reflective analysis of a student's personal learning experiences, contrasting educational environments in Yemen and the UK. The reflection utilizes Gibbs' model to explore feelings, evaluations, and analyses of these experiences, particularly focusing on the identification of kinesthetic learning preferences. The student details both positive and negative aspects of their educational journey, highlighting the impact of teaching quality, student support, and the value placed on student interests. The report also includes an action plan outlining the student's goals for skill development and further education, emphasizing the importance of understanding personal learning preferences for effective learning. The student aims to improve skills such as written communication, team-working, and time management, to achieve success in their academic and professional career.

Component 2 - Written Reflection 2:
Personal Learning Preferences

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6

INTRODUCTION
Reflection is concerned with recording experience and what learning one have had in that
experience. This reflection is aimed at identifying personal learning preference on the basis of
experience of education and learning I have had. In order to write this reflection Gibbs model of
reflection will be used to develop better understanding of experience through reflection.
MAIN BODY
Description- I have had experience of education and education environment of two countries
one is Yemen and other is UK. In Yemen I started my education and as I grew up I realised that
quality of teaching and education in Yemen is very low however in UK this environment of
learning and teaching was completely different (Markkanen and et.al., 2020). During my
education at Yemen I realised that there are several things there that are not good including
quality of teaching as well as teachers. Along with this, interest of students have no value in
Yemen on the other hand in UK teachers are very supportive for students and quality of teaching
is also very good. I had amazing time studying and friends and teachers in UK were really caring
towards my education. I realised that my favourite subjects are Art, Photography, Science and
RE. During school and education in UK I also realised that my learning preference is Kinesthetic
because I learn effectively when I try things rather than just listening or visualising them.
Feeling- During different experience that I have had my feelings was both positive and good as
well as negative and bad. During education at Yemen I started having negative feeling towards
education and school. However when I started studying I had very limited knowledge and during
education I started having negative feelings because of teachers and education system which was
inconsiderate of interest and needs of children. Regarding starting my education at UK I was
earlier scared before I joined school and met my teachers and friends but once I met them and
started studying there I felt amazing. However while studying I had both types of feelings which
was natural while studying (He, Parkinson and Doyle, 2018). This means that good tomes and
success in study make me feel good whereas failures in study and some other experiences made
me feel bad, scared and anxious. However these feelings were natural like any other student
studying with me.

Evaluation- Regarding education and experience of studying in Yemen nothing was as I
expected and wanted to be. This means that my learning preference is Kinesthetic and there was
nothing that was learnt this way and because of this I used to feel difficult in understanding and
learning. This was bad and other than this inadequate staff to teach and inexperienced covers to
teach in absence of teachers and unprofessional attitude of teachers and their covers nothing went
well. In addition to this, introduction to wide range of subjects like geography, chemistry and
Arabic language did also not went well and attitude of learners were also not good in Yemen. In
UK most of the things went well including teachers and approach of teaching. In UK students
and their needs and interest were not only were valued but they were also cared and these were
things that went well to add positive experience during my education.
Analysis- Regarding education in Yemen mainly things did not went well and reason for this
was lack of teachers and teaching staff in school which made it difficult to teachers to handle
class and students (Mulder, 2018). In addition to this, approach for teaching was also not in
accordance with needs and interest of students and learners and children’s and their happiness
was never considered important. In order to intensify negative experience for school and
education absence of teachers also contributed. This means that when teachers were absent their
covers used to take classed and mostly they were inexperienced and because of this they could
not teach well. However regarding studying in UK everything went well and the reason behind
this was considerable approach of teaching towards students and their needs. In UK I could also
learn through my learning preference and this helped in developing better understanding of
learning. I became able to identify my favourite subjects and work on improving my expertise in
my favourite subjects.
Conclusion- On the basis of overall experience in education I became able to identify my
favourite subjects and I also understood value of education and I have determined to complete
university education and have a degree. This educational experience nor was academically
positive but it also made positive effects on my personality and thoughts. I started valuing my
independence and I also have an ambition in life that leads me towards better future. I realised
that while teaching or educating it is very important that one have knowledge of their learning
preference because it enables them to learn better and learn more as I could learn better after
having knowledge of my learning (Goodson and Miertschin, 2018). In addition to this, my

favourite subjects like art and photography also helps me in using hands-on approach for
learning.
Action Plan- In order to build my knowledge and skills I will complete my university education.
In order to gain expertise in subjects that I am interested in I will also attend programs that can
help me in becoming expert in these subjects (Emery and Chang, 2017). In addition to this skill
that I will work on developing are-
Skills Objective Method Time
Written communication
skills
To become able to write
effectively
Participating in
communication
development program
6-8 Months
Team-working skills Become able to perform
effectively in team
Reading literature and
practicing
4-5 Months
Time management skills Allocating time for all
important activities and
reducing time spent on
time wasters
Reading literature and
working on managing
time
6-8 Months
CONCLUSION
On the basis of above discussion, it can be concluded that education experience that I
have several feelings and both positive and negative feelings have learning. It is important to
understand experience and reason behind what went well and why it went well for making
situations favourable in future.

REFERENCES
Books and Journals
Emery, C. and Chang, J., 2017, July. Reflection in a new light: updating Gibbs' reflective cycle
on a foundation degree in healthcare sciences. In HEA Conference, generation TEF.
Goodson, C.E. and Miertschin, S.L., 2018. Digital Learning Preferences: What Do Students
Want?.
He, K.N., Parkinson, L. and Doyle, A.K., 2018. Gibbs’ Reflective Cycle.
Markkanen, P and et.al., 2020. A reflective cycle: Understanding challenging situations in a
school setting. Educational Research. 62(1). pp.46-62.
Mulder, P., 2018. Gibbs Reflective Cycle by Graham Gibbs.