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MTS: Teaching And Learning Strategies

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  1. Was The Teaching Style Suited To The Learning Style And Current Ability
    5 Topics
  2. Was The Pupil Encouraged To Analyse Problems And Take Responsibility For Their Learning
    2 Topics
  3. Were Opportunities And Examples Used To Clarify Learning Outcomes
    3 Topics
  4. Was The Technical Information Given Comprehensive, Appropriate And Accurate?
    3 Topics
  5. Was The Pupil Given Appropriate And Timely Feedbacl During The Session
    3 Topics
  6. Were The Pupils Queries Followed Up And Answered
    3 Topics
  7. Did The Trainer Maintain An Appropriate Non Discriminatory Manner Throughout The Session
  8. At The End of The Session Was The Pupil Encouraged To Reflect On Their Own Performance
    1 Topic
  9. The GROW Model
  10. Teaching and Learning Strategies
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Graham Gibbs reflective cycle Model (1988)

The Gibbs’ reflective cycle, inspired partly by David Kolb’s learning cycle (1984) as cited in the ‘Lesson Planning’ edition of the book, enables us to effectively reflect on incidents and occurrences, be it daily or occasionally, and learn from them. Gibbs states that ‘by reflecting on your learning experience, it allows you to better your performance as it is happening, as well as improving it for the future’.

1. Description

The first step of the Reflective Cycle is for the learner to describe the learning process in detail.

It is important that your pupil to considers these questions:

What happened?

When did it happen?

What did you do?

What was the result of the process?

2. Feelings

Next, your pupil should reflect upon what was thought and felt during the process.

Ask them:

How did you feel before the process?

What did you feel while it was taking place?

How were you feeling afterwards?

Has your view of the process changed afterwards?

3. Evaluation

Now it’s time for the learner to evaluate the experience. Was it successful? If not, then why?

You might pose these questions:

What was successful during the practise?

Why did these certain elements go well?

What didn’t go well?

What did you contribute?

Did anything else contribute?

4. Analysis

This stage is about assessing what went well from the experience. This will allow for the same successes to be repeated in future. It is also important to assess the downfalls, ask why this was unsuccessful and learn from this for similar future situations. This ensures that the whole experience is analysed and assessed fully.

5. Conclusion

The conclusion evaluates the process as a whole and asks what else could have been done to improve it.

These questions might encourage the pupil to evaluate:

What are the results of the experience?

How could this be better for you?

What will you do differently next time, to improve the experience?

What personal skills can be improved in future?

6. Action Plan

As a result of completing this reflective log, what will you do?

Couple the action plan with a repeated cycle of reflection and then the development becomes self-fulfilling.

The DVSA NSDRT states we must:


6.3.3.3. work with the learner to help them reflect on :

  • their experience of the learning programme
  • your feedback
  • the feedback of other providers

The Hermes Project (2007-2010) defines methods of coaching:


Methods where the teacher/coach and learner form a partnership in which the coach, through observation, questioning and feedback encourages the learner to be himself, identify goals, reflect on his experience and develop strategies to meet his driving goals in the future

At the end of every session allow your pupil the opportunity, through discussion, to reflect on their performance, development, strengths, weaknesses, thoughts and feelings and encourage them to consider how those thoughts/feelings, both negative and positive, influenced their performance through the lesson. Help your client to make sense of how these factors could impact them in the future. Record the discussion in the form of a reflective log and set out the Goals for the next session, this allows the pupil the opportunity for further reflection at the start of the next session to aid their further development and understanding. Add in your own input, whenever necessary, to ensure that your clients do not miss out on any learning opportunities and that their Goals are focused realistically and on their learning needs. Doing so will ensure that your clients, and, indeed, you, Meet The Standards.

You can download all three editions (Lesson Planning, Risk Management, T&L Strategies) of the Meet The Standards ebook here:

Meet the standards eBook by Lee Jowett

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