The two brooding pattern theoretical accounts I have chosen to compare are Kolb1 and Brookfield2. Reflective pattern is intended to assist the instructor evolve and develop. It is an indispensable facet of go oning professional development and is seen as a cardinal procedure in bettering the quality of teaching3. Although instructors have done this for old ages the theoretical accounts formalise the procedure and set a construction on it. However. it is a subjective instead than an nonsubjective procedure as it takes feelings and emotions into history. It is an on-going procedure and does non needfully bring forth a definite result 4. Brooding action involves a willingness to prosecute in changeless ego assessment and development. Among other things it implies flexibleness. strict analysis and societal awareness5. Kolb developed the 4 phase “experiential acquisition cycle” which as its name implies is based on larning from experience – the theory being that you can larn from your errors. It starts with a concrete experience such as taking a lesson ; role-playing or some other activity. In the Kolb theoretical account it is indispensable that the person does the undertaking – detecting won’t do. In both Kolb & A ; Brookfield it is besides of import to maintain a brooding journal or diary to enter your experiences during the lesson since this provides grounds of your development.
In the 2nd phase you Reflect upon and objectively and consistently analyze your public presentation and feelings during the lesson taking into history the successes and failures of the category. This contemplation or debriefing session should take topographic point under the counsel and way of a wise man and possibly in a group with other new practicians. This has the advantage of equal analysis and feedback every bit good as common support and encouragement. This is non meant to be an rating of the pupil as honestness and confidentiality are of import. The purpose is that the pupils will finally larn to make this analysis by themselves. Independent self-assessment being indispensable to the procedure so that the pupil becomes a brooding practician.
Having reflected you so travel onto the 3rd phase which is Abstract Conceptualisation where the pupil relates his concrete experience to larning theory. The pupil can read up about it or research it. Questions should be asked to set up why some things were successful and others weren’t. General rules and good pattern should be established from what has happened during the activity. The counsel of a wise man or experienced teacher here is indispensable for larning to take topographic point to guarantee that of import points are non overlooked and the right decisions are reached. The last phase is Active Experimentation where the pupils are asked to be after how they will organize themselves for the following session. The purpose is to make it better in the following lesson by integrating what has been learned during the Active Conceptualisation phase. This can affect personal action programs and. in some cases. as we are covering with human existences and non machines. may necessitate the pupil to travel outside his comfort zone to seek new techniques or attacks that he is non comfy with6.
The rhythm revolves with new larning undergoing active experimentation and ‘recycled’ through new sing. In this manner what was a rhythm becomes a spiral7. Experiential larning isn’t needfully easily as it requires pupils to be honorable and to acknowledge to their errors. This could be hard as no pupil would desire to look unequal in forepart of their coach or equals. The pupil besides has to be willing to seek out new thoughts. The existent strength of the rhythm is that it develops in the pupil an apprehension of how learning theory and pattern tie up and the instructor takes duty for his ain acquisition. The Kolb theoretical account has the advantage in that is clear. unambiguous. and follows a logical patterned advance. It is really utile for people new to learning since it can be started at any phase in the cycle8. Brookfield identified the importance of researching crucially what we what we do as instructors.
As a instructor you have to detect and analyze your premises by looking at your pattern from four different points of position or as Brookfield says. through four “critical lenses” . These being the points of position of the instructor ( yourself ) . the scholars. co-workers. theories and literature. This means that this theoretical account considers an experience from many positions and draws on relevant theory to place a manner frontward. Thus the Brookfield theoretical account relies on formative feedback obtained through the usage of. state. a critical incident questionnaire. I consider this to be a strength over Kolb since Kolb does non look to take the learners’ positions into history. being more concerned with the teacher’s perceptual experience as to how good or severely the lesson went. However Brookfield indicates that it takes a veteran instructor to utilize such feedback. Kolb besides appears to trust on a individual wise man whereas Brookfield draws on many colleagues’ positions and experiences. Brookfield has said that college instruction can be an isolating procedure and that critical contemplation requires a community – critical contemplation should be for the whole college community and non merely the instructors – it is for decision makers. staff and pupils too9.
Given this. it seems to me that Kolb is more suited for inexperient instructors who would necessitate the close single support that a wise man provides and Brookfield is more appropriate for experient instructors working in an establishment or college with other co-workers.
1. Kolb. D. A. ( 1984 ) Experiential Learning: Experience as a Beginning of Learning and Development. Prentice Hall 2. Brookfield. S. D. ( 1995 ) Becoming a Critically Reflective Teacher. Jossey-Bass 3. hypertext transfer protocol: //archive. excellencegateway. org. uk/media/KSSP/kssp % 20cpd % 20reflection % 20guide. pdf ( accessed 7/12/12 ) 4. Moon. J. ( 2004 ) A Handbook of Reflective and Experiential Learning. Routledge Falmer. London 5. Pollard. A. ( 2005 ) 2nd Ed Reflective Teaching. London: Continuum ; p13 6. Petty. G. ( 2009 ) Teaching Today. Fourth Edition. A Practical Guide. Nelson Thornes. pp516-528 7. Cowan. J. ( 1998 ) On Becoming An Advanced University Teacher. SRHE. /OUP. Buckingham 8. Roffey- Barentsen J. . Malthouse R. ( 2009 ) Reflective Practice in the Lifelong Learning Sector Learning Matters Limited ; pp 6-7 9. hypertext transfer protocol: //vccslitonline. milliliter. va. us/mrcte/brookfield. htm ( accessed 7/12/13 )