Reflective Practice in Gibbs' and Johns' Models

Critical reflection allows educators to assess and validate their teaching assumptions, leading to continuous improvement in teaching strategy and student engagement. (Brookfield, 2017)
Reflective practices develop better teachers who lead by example, demonstrating the importance of self-reflection and adaptability in education.

Encompasses various approaches characterized by:
- Shifting from mere action reflection to a deeper reflective mindset.
- Emphasizing professional artistry over a purely technical rational approach.
- Growing emphasis on critical thinking as a cornerstone of effective reflective practice. (Johns, 2022)

Developed by Professor Graham Gibbs in 1988, this model revolutionized educational practices by emphasizing hands-on experience and structured reflection to enhance learning.
Consists of 6 stages promoting continuous learning:
1. Description: Describe the experience.
2. Feelings: Reflect on emotional responses during the experience.
3. Evaluation: Evaluate positive and negative aspects of the experience.
4. Analysis: Analyze reasons behind outcomes and behaviors.
5. Conclusion: Derive lessons learned and potential alternative actions.
6. Action Plan: Plan future actions based on insights gained.

Clear, systematic process encourages reflection on personal and emotional aspects.
Action-oriented focus encourages converting insights into practical steps for improvement.
User-friendly design suitable for a variety of contexts, including education, healthcare, and personal development.

Developed by Christopher Johns in 1994, inspired by nursing and the need for a deeper reflection on practice.
Incorporates Barbara Carper’s fundamental patterns of knowing: Aesthetics, Personal knowledge, Ethics, Empirics, and Reflexivity.

Encourages comprehensive reflection through specific realms that shape actions and decisions.
Promotes deep, critical analysis of experiences and contextual factors that influence practice.

Provides a structured checklist facilitating self-reflection.
Allows for deeper investigation of experiences through Carper's frameworks.
Useful for guiding novice practitioners towards meaningful insights from their practices.

Both models foster systematic reflection aimed at learning and practice improvement.
Provide stepwise approaches to reflection, thus avoiding ambiguity.
Applicable across various disciplines like healthcare and education.

Gibbs' Cycle is linear and focuses on emotional aspects, while Johns' Model encourages flexibility and deeper critical insights.
Gibbs emphasizes future action planning, whereas Johns delves into contextual analysis of current actions and values.

Facilitates adaptive teaching strategies that cater to diverse student needs.
Encourages lifelong learning as educators model self-improvement for their students.
Enhances emotional intelligence by reflecting on personal emotions and classroom interactions.
Supports professional growth through continuous assessment and adjustment of practices.

Johns’ model promotes deeper contextual exploration, making it suitable for complex educational scenarios.
Encourages emotional and ethical reflection, critical for understanding diverse classroom dynamics.
Provides frameworks for addressing multi-dimensional teaching challenges.

Using Gibbs for its systematic steps can guide educators new to reflection, while Johns adds depth and critical engagement.
A combined approach aids in holistic professional development and improves student outcomes significantly, by addressing both practical and theoretical aspects of teaching.