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Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
The GROW model is considered one of the most popular behavioural coaching models. [3] Its four stages outline the process of problem-solving, goal-setting and improvement of performance. [3] [1] The name of each stage varies slightly depending on the source. This model has also been expanded upon with the inclusion of TGROW and GROWTH frameworks.
The World Institute for Action Learning (WIAL) model was developed by Michael Marquardt, Skipton Leonard, Bea Carson and Arthur Freedman. The model starts with two simple "ground rules" that ensure that statements are related to questions, and grant authority to the coach in order to promote learning. Team members may develop additional ground ...
The practice of symbolic modeling is built upon a foundation of two complementary theories: the metaphors by which we live, [2] and the models by which we create. It regards the individual as a self-organizing system that encodes much of the meaning of feelings, thoughts, beliefs, experiences etc. in the embodied mind as metaphors. [3]
Inquiry – Any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem; Intelligence cycle – Stages of intelligence information processing; Intelligence cycle management – Guiding the intelligence cycle; Reflective practice § Models; Tuckman's stages of group development – Model of group development
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Reflection allows students to "compare their own problem-solving processes with those of an expert, another student, and ultimately, an internal cognitive model of expertise" (p. 483). [1] A technique for reflection would be examining the past performances of both an expert and a novice, and highlighting similarities and differences.
Action plans and reflective activities provide the practice and modelling of critical reflection on the profession of education, and provide guidance for the teaching and learning experience. [40] Through the use of real-life examples, case studies provide the opportunity to analyze assumptions, as well as the consequences of choices and actions.