Analysis of Reflective Learning Processes and Preferences

This essay delves into the analysis of learning processes, focusing on the application of various theories and models of reflection and learning preferences. The first section explores models such as Gibb’s, Kolb’s, Schön’s, Boud et al.’s, Johns’, Brookfield’s, and Mezirow’s, detailing their core principles and applications in educational contexts. It then examines the practical application of these models within the author's teaching practice, highlighting how reflective practice enhances teaching effectiveness, fosters student engagement, and promotes innovation. The second part of the essay shifts to an examination of learning styles, including the VAK model, Kolb's learning style model, and the Honey-Mumford model, providing insights into different approaches to learning and their implications for instruction. The essay emphasizes the importance of understanding and utilizing these models to improve teaching methodologies, tailor learning experiences, and cultivate a more effective and engaging learning environment.

Running head: LEARNING PROCESS
LEARNING PROCESS
Name of the student:
Name of University:
Author Note:

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TASK 1
The Theories and Models of Reflection and Evaluation
The model of Gibb’s has six stages for learning to take place. It stipulates that the feeling
of a learner influences the manner in which one begin to reflect on the experience through
evaluation and what can be learn from the reflection. It also gives the learner to ponder on how
well the evaluation could have been performed. It gives a way of seeking alternative ways of
how the feelings experienced could have been done to better foster learning and to give ways of
improving the experience. However, the model does not give a way to critical thinking because it
is not taking into account the assumptions based on the experience and do not indicate the depth
of asking questions.
Kolb’s model of experiential learning posits that learning entails an integrated process
that comprises of four stages. In every stage, different learning styles are employed for the
purpose of learning to take place and that different people have a preference of different learning
styles which is influenced by other factors such as the environment, cognitive structure or
education experiences. The choices that learners make can be process continuum or perception
continuum and no two choices can be made by the learner. The choices adopted by the learner
illustrated the type of learning style that can be adopted so that learning can occur which can be
diverging, assimilating, converging or accommodating.
Schon’s model point out on the reflection on the action undertaken. It is reflecting on
implicit knowledge that is used in the transfer of experience which takes into account the new
experiences acquired and that to be acquired in the future. This is a model that gets oriented to a
thought out activity that can be part of an active experimentation. The model assumes that

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activities undertaken will form part of learning especially when it is accompanied by reflective
writing where a learner look back on the activities done, analyse as add the previous experiences
and come up with generalizations that will be essential in future. The reflection forms the bases
for future learning where the objectives as well as goals will manifest and remain in the learner’s
memory.
The model of reflective learning by Boud et al (2005) asserts that interrelationships
stimulates learning as well as the reflective activity that are created by dedicating time for
reflection in an activity that is set for learning. In the model, the initial stage is the return to
experience where there is new experience which is tended to be reflected, analysed and
reproduce by the learners. The second stage is the attention to feelings and the learner uses
feelings that are positive and eliminate inappropriate feelings. The third stage is repeated
assessment based on the experience through deeper integration of knowledge learned from first
encounter into the conceptual of the learner. It assists in checking authenticity and for planning
further and in the process it is employed for professional activity in the process of integration,
validation and assimilation. In this model, reflection occurs in a consistent manner; however,
there is a lot of repetition emerging on important components.
Johns’ Model for Structured Reflection (2006) looks at the situations in relation to the
environment and present easy questions that can be followed. The model gets employed in any
order even though it may follow a natural order and is applicable for groups as well as
individuals. In a modification of on Carper’s (1978) types of knowing (empirical, personal,
ethical and aesthetic), John added reflexivity in coming up with the model. Irrespective of the
above, the model does not give structured questions and this might bring up confusion to learners

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with no experience. In addition, the model is having too many questions and this can take a lot of
time to the learner.
The Brookfield model (2005) analyses the situation from four lenses self, students (or
patients), colleagues, and research. The reflection that is deeper take into consideration personal
self-reflection, patient feedback, peer assessment, as well as information gained from literature.
The model is suitable for learners who are inspired for self-directed learning, however, it covers
for perspectives and this is not suitable for a deeper learning in only one angle.
The Mezirow model (1981) is a model for transformative learning and deals with
personal development that entails a learner having a critical evaluation of one self’s assumptions
as well as deep reflection. The model talks of reflection’s frame of reference. There is reflection
on premise and reflection on process and these lead to deeper reflection and personal
development. As per the model, reflection is essential if there is a transformation in self or there
is learning taking place from the dilemma. Despite this, the model is critical only when there is
motivation and time that can be employed in integration of learning. The model concentrates
mostly on the rational aspect leaving aside the emotional aspect.
The application of Theories and models of reflection in my own practice
In the analysis of the theories and models of reflection in my own practice, it is apparent
that learning entails a process of reflection cycle that is repeated over and over so that the
concept under consideration gets learned. As a teacher in my own practice, I find that these
theories and model are essential in aiding the process of making teaching easy undertaking and
to make the learning simple. As per Moon (2013) the cycle of teaching start by teaching, self-
assessment to ascertain on the impact of teaching on learning, taking into consideration new

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ways of enhancing quality during learning, practicing the ideas and repeating the process. As a
teacher, gaining new insights entails learning through experience. According to Schön (2017)
reflection is a reviewing process that permits one to make links. In my case, reflective models
and theories allows me to make links from experience and connecting those links to the next
until learners make the maximum progress. Since reflection is a necessity as well as part of
teaching, it allows me to be aware of the professional knowledge and action through the
challenging of assumptions that might arise in everyday practice as well as critically evaluating
my own responses to the situations in the practice (Shanks and Tilley, 2016). The process of
reflection encourages working with other people because one is able to share best practice as
well as drawing from others’ support. The process ensures that learning is effective because the
process of learning is tailored to meet the needs of the learners (Vaughan, 2017).
According to Bryant and Usher (2014) one is able to create confidence through the use of
reflective practice because it allows the teacher to builds on the ability to understand learning
capabilities of the learners and to create a way of teaching them well. Based on the Brookfield
model (2005), in my practice as a teacher, this is going to allow me identify barriers to learning
and create ways of teaching the learners on areas they have not been able to understand. I will
also be able to have diverse range of skills in the process of finding new ways of teaching them.
Additionally, I will be able to come with abilities of solving problems and this is possible
through the use of questioning and changing the method of delivering the lesson. I will be
flexible with my teaching and it gives me time to assess and appreciate teaching. Moreover, the
learners are able to build confidence since they get challenged in the application of new methods
in teaching. Also, through the use of reflection, students are encouraged to take new challenges

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in learning through the development of secure and knowledge base (Patton and McMahon,
2014).
In the application of Boud et al (2005) model, I make sure that I am responsible for my
own actions as well as those for the learners. As a teacher, I get to know how my learners learn
and be accountable on the learning progress. The assessment of the strengths and weaknesses of
teaching and learning allows the teacher to create awareness of aspects that control and hinder
learning.
The thoughts and feeling of the learners concerning learning constitute an active part in
the learning cycle as posited by Gibb’s model. The learners are able to take control of their
learning, work with the teacher and present feedback and this is going to create self-awareness
and responsible learners. As the learners take part in the learning cycle, they get to become more
aware of different learning tasks as well as learning styles and thus making them aware of the
process of learning. This is going to impart on them key skills as well as strategies of becoming
lifelong learners.
Additionally, innovation is one of the aspects of learning. The reflective practice ensures
that there the teacher design lessons that are in-line with the target class (Collin, Karsenti and
Komis, 2013). Reflective practice compels the teacher to employ new ideas as well as
approaches to teaching in order to gain success. It facilitate varying of learning as well as
experimenting on new approaches for the purpose of giving learners a richer experience so that
they are able to think creatively, resourcefully, imaginatively and be prepared to adopt to new
ways of thinking (Bulman and Schutz, 2013).

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On the other hand, engagement is an essential component in teaching where the teacher
and the learner have to take part so that learning is realized (Gould, 2016). As per Redmond
(2017), reflection assist in challenging of own practice through the justification of decisions and
rationalizing on the choices that has been taken. As per Tsingos, Bosnic-Anticevich and Smith,
(2014) the reflective practice allows the teacher to understand different perspectives and
viewpoints with the aim of creating environment that centres on the learner as well as the teacher
and that which support innovative, confident, engaged and responsible (Moon, 2013).
TASK 2
The Theories, Principles, Models of Learning and Models of Learning Preferences
Types of Learning Styles Models
The Fleming’s VAK model: The model gives a basic method to clarify and comprehend
learning styles. Fleming trusted that there were three classifications of student's preferences.
Visual – The students in this category like to learn by observing and learn best with the
use of pictures and visual guides like the slides, graphs etc.
Auditory – The students in this category like to learn via listening like addresses,
exchanges, and tapes.
Kinesthetic – The students in this category like to learn through moving, touching, and
doing. Exploration of the environment is their preferences like science ventures, building
structures or models, and dynamic analyses.
The Kolb Learning Style Model

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The theory gives four learning styles that can be seen on a continuum across two
dimensions depending on information get perceived and processed.
Convergers – These students like to learn through solving issues and doing specialized
errands, and they are great at finding functional utilizations for thoughts. They like ideas and
dynamic experimentation.
Divergers – These students like to learn by perception, conceptualizing and getting data.
They are inventive and touchy. They like handy experience and reflection.
Assimilators – These students like to learn by placing fact in and organized and
legitimate plan, and utilizing intelligent perception. They like abstraction and hypothetical
thinking.
Accommodators – These students like the experiential approach. They are individuals
who are hands on and depend on feelings as opposed to logical investigation. They like
involvement and testing.
The Honey-Mumford Model
Honey-Mumford model have four distinct styles of learning.
Activist – The students are inclined toward challenges brought by new encounters and
exercises. They get involved directly into new experience to learn. They are good at critical
thinking and taking part in roles, and appreciate discussion when in groups.
Reflector – The students here learn by watching, contemplating what they have watched,
are considerate individuals and would begin with examination or perception before making any
decision. They gather and make analysis before settling on any choice.

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Theorist – The students focused on thinking in an orderly manner. They like logical and
complex speculations owing to their tendency to investigate and synthesize circumstances, and
different procedures. They lean toward listening, studying, and developing models.
Pragmatist – The students here apply what they have as well as appreciating testing or
applying theories such as research centres as well as observations.
Felder-Silverman Learning Style Model
The model employs the personality areas contributing to learning which entails active or
reflective, sensing, intuitive, visual, verbal, inductive, deductive, sequential and global. The
combination of any of the styles creates the learning preferences of the learner.
The 4MAT Model
The 4MAT System gives four learning styles in relation to the brain dominance theory.
Innovative Learners – These students lean toward co-agent learning and conceptualizing.
They are concerned with individual importance and making associations.
Analytic Learners – The students are inclined toward lecturing and investigation of
information. They are occupied with getting reality things while focusing on the goal to develop
a comprehension of ideas and procedures.
Common Sense – The students focused on toward experiential learning exercises. They
are occupied with how things function.
Dynamic Learners – The students are focused on role playing and recreations. They are
occupied with self-coordinated disclosure and depend intensely without anyone else instinct.

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The Use of Theories, Principles and Models of Learning in Teaching Learning and
Assessment
Participation and Engagement
The application of behaviourism theories in teaching and learning takes the assumption
that a learner is basically detached and passive in the process of learning, and will be moulded
through positive or negative support. Learning therefore is characterized as an adjustment in
conduct (Davey, 2017). Bazzano (2013) pointed out that behaviour is a component of its results,
i.e. students are going to repeat the conduct if the feedback is given was positive. The conduct
ought not to be repeated if there was a negative feedback given. Giving quick feedback,
regardless of whether positive or negative, should empower the students to act in a desired
manner (Ertmer and Newby, 2013). Therefore, in the classroom, this is most valuable for
recognizing connections between particular activities by a learner, the prompt signs as well as
the results of the activities. The educators set up the learning environment that helps students to
learn, for example, orchestrating exercises that suit condition. Instructors additionally enable
students to influence routine with regards to what they have realized. This is vital because
learning depend on the rate of behaviour change.
Cognitivism centres around what occurs in the mind, new information is based on earlier
learning and students need to actively participate so as to learn. Changes in conduct are watched,
and are a sign of what is occurring in the student's psyche. Cognitivism utilizes the illustration of
the psyche: data comes in, is handled, and learning happens. Educators arrange the materials to
be used for teaching in a way that ideas can be obtained by students. Teachers utilize assortment
of instructing systems in order to lead learners to investigate the ideas from various angles.
Observational learning by Albert Bandura recommends that learners learn by watching.

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Educators in this manner are good examples to their learner. Since the current learning expands
on the past one, the instructors look for learners' earlier information before giving new ideas.
Instructors give activities and practices to the students on the grounds that students learn best
when given works. Activities help learners get the information learn they learned.
The application of summative Assessments for Meaningful Performance Goals
The presently, content principles has been set that concentrate teaching on assigned
information and abilities. In order to avoid the use of standards and benchmarks as a way of
teaching, teachers set targets of desired performance and ensure authentic performance.
Educators should then present the summative assessment task to learners at the start of a course
or unit. The type of assessment has three virtues with the first one being to clarify target
standards for both teachers and learner, the second is performance assessment tasks carried out in
order to give evidence of understanding where students get to transfer knowledge to a new
situation and the third is a performance task presented at the beginning of the lesson give the
learners a learning goals.
The Use of Set Criteria and Models in Advance
The other assessment practice that back learning includes introducing evaluative criteria
and models of work that outline distinctive quality levels. This is normally given prior to
teaching. This type of assessment is normally open-ended and do not give single answer or
process of getting the solution. Subsequently, instructors cannot score learner's reactions by
utilizing an answer key. They have to assess items and exhibitions based on characterized criteria
of performance. In this case, a rubric gets employed as an evaluation tool which describes the
characteristics of every score.

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Assessment Prior to Teaching
The diagnostic assessment get done prior to teaching because at the beginning of any unit
of study, certain learners are going to have effectively get a portion of the abilities that the
instructor is going to present, and others may a comprehend key ideas. A few learners are going
to be insufficient in essential aptitudes or harbour misinterpretations. Furnished with this
diagnostic information, an instructor increases more understanding into what to educate, by
comprehending what ability need to address or by utilizing gathering alternatives and starting
exercises in view of favoured learning styles; and how to associate the substance to learners'
interests and abilities.
Presentation of Appropriate Choices
Responsiveness in appraisal is as imperative as it is in educating. Learners contrast not
just by the way they want to take and process information but also by the way they best show
their learning. A few learners need to "do"; others thrive well with oral clarifications. A few
learners exceed expectations at making visual portrayals; others are skilled at composing. In
order to influence legitimate judgment during the process of teaching, the educators to need to
enable learners to work based on their qualities for learning to take place. An institutionalized
way to deal with classroom assessment might be effective, however, is not reasonable on the
grounds that any selected planning will support a few learners and punish others. Appraisal
becomes very responsive when learners are given choices for exhibiting information, aptitudes,
and comprehension. Permitting decisions with the purpose of gathering required and necessary
confirmation in view of objectives is essential.