This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event. Here the practitioner should explain feelings and give examples which directly reference the teaching experience. It is important the practitioner is honest with how they feel, even if these feelings might be negative. Only once the feelings have been identified can the practitioner implement strategies to overcome these barriers. 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. First, practitioners have a concrete experience. This means experiencing something new for the first time in the classroom. The experience should be an active one, used to test out new ideas and teaching methods.

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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. There are many different models of reflective practice. However, they all share the same basic aim: to get the best results from the learning, for both the teacher and students.Consider what the students really understood and enjoyed about the lesson, and why. How do you know improvements have been made? By getting involved in the reflective process, you will create an environment of partnership-working as you question and adapt both your own practice and that of your students and other colleagues. The learning process then becomes an active one as you are more aware of what you want your students to achieve, delivering results which can be shared throughout the institution.

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This is where you make sure students play an active part in their learning. You will ask them to carry out a short reflection on how well they felt the lesson went and to assess the lesson’s strengths and possible ideas for development. A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together. Variations: plan-do-study-act (PDSA) cycle, Deming cycle, Shewhart cycle. Understand the evolution of these variations. At this stage, the practitioner draws all the ideas together. They should now understand what they need to improve on and have some ideas on how to do this based on their wider research. With so many different sources of CPD available, I am confident that Members should all be able to meet the Code of Conduct requirements of 50 hours of CPD over the last two years. We will soon be starting the annual audit of the Code of Conduct requirements and will be looking forward to seeing what you have done over the last two years and what you are planning on doing for the next two. In turn, this will help us plan a future programme of CPD activities for you, and will match the Core CPD Framework that categorizes the skills and knowledge required in planning.

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The formation of abstract concepts. The practitioner needs to make sense of what has happened. They should do this through making links between what they have done, what they already know and what they need to learn. The practitioner should draw on ideas from research and textbooks to help support development and understanding. They could also draw on support from other colleagues and their previous knowledge. Practitioners should modify their ideas or devise new approaches, based on what they have learnt from their observations and wider research. By reflecting, you create an environment which centres on the learner. This environment will support students and teachers all around you to become innovative, confident, engaged and responsible. 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 final model builds on the other three and adds more stages. It is one of the more complex models of reflection but it may be that you find having multiple stages of the process to guide you reassuring. Gibb's cycle contains six stages: The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas.