In the rest of this unit, we will look at the basics of reflective practice in more detail. We will look at the research behind reflective practice, discuss the benefits and explore some practical examples. Throughout the unit, we will encourage you to think about how you can include reflective practice in your own classroom practice. David Kolb, educational researcher, developed a four-stage reflective model. Kolb’s Learning Cycle (1984) highlights reflective practice as a tool to gain conclusions and ideas from an experience. The aim is to take the learning into new experiences, completing the cycle. Kolb's cycle follows four stages. The ERA cycle (Jasper, 2013) is one of the most simplemodels of reflection and contains only three stages:

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Stewardship And Sustainability: Serigraph's Journey To ISO 14001 ( Journal for Quality and Participation) By utilizing ISO 14001 and Lean Six Sigma, including the PDCA cycle, as templates for continuous environmental improvement, a variety of actions are taken to become a socially responsible organization (SRO) and minimize Serigraph Inc.’s environmental footprintPlease do encourage all employers and training providers to offer apprenticeships, or if you a are Chartered with three years experience, then consider becoming an Assessor for the Professional Discussion element. Reflection is a basic part of teaching and learning. It aims to make you more aware of your own professional knowledge and action by ‘challenging assumptions of everyday practice and critically evaluating practitioners’ own responses to practice situations’ (Finlay, 2008). The reflective process encourages you to work with others as you can share best practice and draw on others for support. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them. Some practical examples include coloured pens, larger paper, handouts, cut-up activities, specialised equipment. Drawing on support from colleagues will allow you to cement understanding and get involved with others’ ideas and best practice.

PLAN, ACT, REFLECT (THEN REPEAT) - Center For Strategic PLAN, ACT, REFLECT (THEN REPEAT) - Center For Strategic

Once you start the reflective process, your quality of teaching and learning will improve. You will take account of students’ various learning styles and individual needs, and plan new lessons based on these. Reflection helps focus on the learning process, so learning outcomes and results will improve as you reflect on how your learners are learning. With members and customers in over 130 countries, ASQ brings together the people, ideas and tools that make our world work better. When you become more aware of your students’ preferences and strengths, learning becomes more tailored to their needs and so they are more curious and are equipped to explore more deeply. The Benefits of PDCA ( Quality Progress) The brief history of PDCA and an example of PDCA in action help establish the use of this cycle for continuous process improvement. In Gibbs' model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation.The cycle shows that we will start with an experience, either something we have been through before or something completely new to us. This experience can be positive or negative and may be related to our work or something else. Once something has been experienced we will start to reflect on what happened. This will allow us to think through the experience, examine our feelings about what happened and decide on the next steps. This leads to the final element of the cycle - taking an action. What we do as a result of an experience will be different depending on the individual. This action will result in another experience and the cycle will continue. In this example, the "act" step is "standardization." When goals are met, the curriculum design and teaching methods are considered standardized. Teachers share best practices in formal and informal settings. Results from this cycle become input for the "analyze" phase of the next A+ Approach cycle. PDCA Resources Formal and informal assessments take place continually, from daily teacher assessments to six-week progress reports to annual standardized tests. Teachers also can access comparative data on the electronic database to identify trends. High-need students are monitored by a special child study team. Consider what will you need to do before and during the lesson to make sure your changes happen. What will the students be doing differently to make sure they make progress? Gibbs' model is an effective tool to help you reflect after the experience, and is a useful model if you are new to reflection as it is broken down into clearly defined sections.

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Reflection-on-action should encourage ideas on what you need to change for the future. You carry out reflection-on-action outside the classroom, where you consider the situation again. This requires deeper thought, for example, as to why the students did not understand the topic. It encourages you to consider causes and options, which should be informed by a wider network of understanding from research.Throughout the school year, if assessments show students are not learning as expected, mid-course corrections are made (such as re-instruction, changing teaching methods, and more direct teacher mentoring). Assessment data become input for the next step in the cycle. Act One of the requirements of RTPI Membership is that everyone follows the Code of Conduct and carries out regular Continuing Professional Development (CPD). At the RTPI we describe CPD as 'the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional and technical duties throughout the practitioners working life'. Again, I would argue that in the last two years, many people have had no choice but to broaden their knowledge, learn how to use new technologies, and develop new skillsets, sometimes overnight. As a reflective practitioner you will continuously review the learning process to make sure all students make maximum progress. While working through this document you may have identified a model which appeals to you.