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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.
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
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.
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.
Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation.
Cottrell believes that accurate self-reflection is difficult and so includes brief structured reflective models throughout her books to help students. One such example is the Core Model for reflection, that appears in Skills for Success .