Unit 3: Principles and
Models of Learning in
Education and Training
Dr Sonia Khan
Learning objectives
1. Review understanding of different reflective models learned last
week
2. Understand few more models/theories of reflection
3. Compare and evaluate the models
4. Start reflecting on which these models resonate with our individual
style (teaching/learning)
5. Extra: group work theories
Recap
Compare the different models we learned last week
Group work
• ERA, Jasper
• What model, Driscoll
• Gibb’s reflective cycle
• Dewey’ reflective practice
• Schön’s reflection-in-action; reflection-on-action
Let’s learn some more models
Atkins and Murphy theory of reflective
practice (1994)
Uncomfortable feelings and
thoughts – Self aware
Describe
Analyse feelings and
knowledge relevant to the
situation
Critically evaluate
Identify learning from such
events
Tripp (1994)
• Major crises or turning point.
• Learning through critical incidents that emerge from classrooms.
• Defining critical incident:
It does not necessarily has to mean something serious or dangerous. It
can be relevant or important; something without which someone is not
able to function well. Some event that would require more in-depth
thinking. It means you need to take steps/ some action to move
forward.
Brookfield’s lenses (1995)
Autobiographical lens
Students’ views
Colleagues’ views
Theoretical lens
Brookfield’s lenses (1995)
Autobiographical lens
Previous experience, reactions/feelings
Past/personal story impacted your reactions
Students’ views
Put yourself in their shoes and review the situation
Past experiences impacted their responses
Talk to them/ offer feedback if necessary – dialogue with them with an
aim to understand
Brookfield’s lenses (1995)
Colleagues’ views
Talk to your colleagues and add their reflections on your situation
Their observations of your work, their own experiences – might help to bring
some resolve/ offer strategies
Theoretical lens
Come back to the literature
Gain a deeper/ new insight
Relate your readings with the other three views/lenses- autobiographical,
student and colleagues
Apply theory to practice/experience
Wk3- Individual activity (Formative
assessment)
Which of the three reflective practice models/theories resonate with
you and why?
References
Atkins, S. & Murphy, K. (1993). Reflection; a review of the literature, Journal of Advanced Nursing,
18: 1188-1192.
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass.
Dewey, J. (1997). How we think. Mineola, N.Y.: Dover Publications.
Driscoll, J. ed. (2007). Practicing Clinical Supervision: A Reflective Approach for Healthcare
Professionals. Edinburgh: Elsevier.
Gibbs, G. (1998). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further
Education Unit, Oxford Polytechic.
Greenaway, R., 1995. Powerful learning experiences in management learning and development: A
study of the experiences of managers attending residential development training courses at the
Brathay Hall Trust (1988-9) (Doctoral dissertation, University of Lancaster).
Jasper, M. (2013). Beginning Reflective Practice. Andover: Cengage Learning.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY:
Basic Books.
Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London:
Routledge.