Critical Incident Reflection using Gibbs’ Reflective Cycle Case Study

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Introduction: Reflective Practice in Teaching

Reflective practice plays an important role in my teaching; it helps me understand my experiences while improving my future practice. I have adopted Gibbs' Reflective Cycle, with particular emphasis on three critical incidents that took place within my teaching environment: a case study challenge, a guest speaker session, and a student's struggle at a networking event. These incidents have not only become enriching learning moments for my students but are also a part of my professional growth.

Critical Incident Reflection using Gibbs’ Reflective Cycle Case Study

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Adam Pierce 5 Years | MA

Reference materials and sample papers are provided to clarify assignment structure and key learning outcomes. Through our help in writing assignments, guidance is reflected while maintaining originality. The Critical Incident Reflection using Gibbs’ Reflective Cycle Case Study highlights reflective analysis, structured evaluation, and application of Gibbs’ model to professional experiences. These resources are intended solely for study and reference purposes.

Incident One: The Case Study Challenge

Description

In one session of the business course, I introduced the students to a case study which dealt with real-life dilemmas faced by multinational companies. The students were then put in teams for an in-depth understanding of the problem and coming up with resolutions. The classroom was all excitement, with ongoing debates, disagreements, and dynamics of teamwork showing.

Feelings

At first, I was excited about the activity, thinking it would foster an active involvement. As the discussions intensified, tension appeared to rise among certain groups, leading to disruptions. I began to worry that some students were monopolizing discussions while others stood back from fully entering.

Evaluation

I think the case studies really helped immerse students in developing critical thinking and working together (Amir et al. 2023). I found it difficult to negotiate competing perspectives and to ensure full participation by all students. In this case, some really excelled at the cut-throat environment, while others tended to fold into themselves, so obviously some balancing act was necessary.

Analysis

In Kolb's Experiential Learning Cycle, active participation enhances learning yet I found students also needed to reflect and conceptualize their experiences to extract deeper insights (Ezezika and Johnston, 2023). Structured team roles, along with inclusive discussion, could have reduced the presence of dominant voices and encouraged participation among the quieter students.

Conclusion

While the case study challenge was worthwhile, such improvements would have made it even better in terms of accommodating different learning approaches (Fathi et al. 2021). In the future, much clearer guidelines on turn-taking and conflict resolution would need to be instituted.

Action Plan

In future case study sessions, I will:

• Set explicit ground rules for discussions and allow rotating degrees of leadership to level out participation.
• Introduce peer assessment as a means of ensuring accountability in group work.

Incident Two: The Guest Speaker Session

Description

The guest speaker was an experienced entrepreneur who came to class to address business challenges. Me and my students were captivated, and students actively participated in the discussion and asked questions.

Feelings

The enthusiasm of my students delighted me since they were genuinely interested in the speaker's own journey. I noticed, however, that some students were a little more passive; they did not ask questions or take any notes.

Evaluation

Guest lectures will be exciting because they give examples of concepts in real life (Korthagen and Nuijten, 2022). Active students gain more motivation and inspiration, coupled with learned practical knowledge. Some students couldn't connect it to their learning; lack of preparation could have been one of the possible reasons.

Analysis

Effective use of guest speakers can be optimally achieved through activities conducted before sessions. Preparatory tasks increase the level of student engagement (Costa et al., 2021). Maybe giving background information on the speaker and helping students form some questions would have brought about greater interaction.

Conclusion

The session was mostly a success, yet it had different levels of impact on different students (Vadivel et al. 2021). Now, I see that if I had prepared better, I would have had better participation from all students.

Action Plan

For future guest lectures, I will:

• Assign a bit of homework for the students to research the speaker's background.
• Students will be required to prepare at least one question in advance.
• Post-session reflections will be implemented to further reinforce their learning.

Incident Three: Student Anxiety at a Networking Event

Description

One of my students, Sarah, had attended a networking event on business, but suffered from nervousness. She had a difficult time starting a conversation and later ended up leaving the event.

Feelings

The scene made me feel concerned about Sarah's self-assurance with respect to the professional setting. I sympathized with her plight and was already thinking of ways in which I could assist her development.

Evaluation

Networking has proved to be a very vital skill in business, and anxiety has also become a major barrier to its development (Loomis and Felt, 2021). Although Sarah was motivated, anxiety constrained her actions towards such opportunities. It occurs to me that a structured approach would more likely have made her feel prepared and confident.

Analysis

It appears that the utilization of various instruments such as SWOT analysis and SMART goals would have allowed Sarah to set realistic targets for herself regarding networking (Mulryan-Kyne., 2021). For instance, giving her the encouragement to take smaller, more incremental steps alone such as perhaps by learning how to give short introductions or setting goals to speak with three people could have helped ease her discomfort.

Conclusion

It was Sarah's experiences that proved the value of structured support in developing networking skills. I realize from this that she can build confidence to step beyond her fears with the right strategies.

Action Plan

In managing the anxiety of networking among students, I will:

• Role-playing events before any networking event.
• Inculcating small, attainable goals in students.
• Placing them under the mentorship curve tends to improve their confidence.

Conclusion

Gibbs' Cycle has provided a great insight into understanding student engagement and professional development in the incidents in question. Through improving my teaching approaches, I can stimulate more inclusive and effective learning opportunities. I will put in place more structured support mechanisms in the future to build student confidence and participation.

Our assignment sample demonstrates how sources should be cited, and you can refer to a detailed Harvard Referencing Guide Example to ensure your work meets academic standards and maintains consistency throughout.

References

• Amir, H., Permatananda, P.A.N.K., Cahyani, D.D., Langelo, W., Rosita, R., Sajodin, S., Noprianty, R., Astuti, A., Suhari, S., Wahyuningsih, S. and Kusumawati, P.D., (2023). Enhancing skill conceptualization, critical thinking, and nursing knowledge through reflective case discussions: a systematic review. Journal of Medicine and Life, 16(6), p.851.https://doi.org/10.25122/jml-2023-0042
• Costa, P., Castaño-Muñoz, J. and Kampylis, P., (2021). Capturing schools' digital capacity: Psychometric analyses of the SELFIE self-reflection tool. Computers & Education, 162, p.104080. https://doi.org/10.1016/j.compedu.2020.104080
• Ezezika, O. and Johnston, N., (2023). Development and implementation of a reflective writing assignment for undergraduate students in a large public health biology course. Pedagogy in Health Promotion, 9(2), pp.101-115. https://doi.org/10.1177/23733799211069993
• Fathi, J., Greenier, V. and Derakhshan, A., (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), pp.13-37. https://doi.org/10.30466/ijltr.2021.121043
• Korthagen, F. and Nuijten, E., (2022). The power of reflection in teacher education and professional development: Strategies for in-depth teacher learning. Routledge. https://doi.org/10.4324/9781003221470
• Loomis, A.M. and Felt, F., (2021). Knowledge, skills, and self-reflection: Linking trauma training content to trauma-informed attitudes and stress in preschool teachers and staff. School mental health, 13(1), pp.101-113. https://doi.org/10.1007/s12310-020-09394-7
• Mulryan-Kyne, C., (2021). Supporting reflection and reflective practice in an initial teacher education programme: An exploratory study. European Journal of Teacher Education, 44(4), pp.502-519. https://doi.org/10.1080/02619768.2020.1793946
• Pieper, M., Roelle, J., vom Hofe, R., Salle, A. and Berthold, K., (2021). Feedback in reflective journals fosters the reflection skills of student teachers. Psychology Learning & Teaching, 20(1), pp.107-127. https://doi.org/10.1177/1475725720966190
• Vadivel, B., Namaziandost, E. and Saeedian, A., (2021), November. Progress in English language teaching through continuous professional development—teachers’ self-awareness, perception, and feedback. In Frontiers in Education (Vol. 6, p. 757285). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.757285