Gibbs' Reflective Cycle: 6 Stages Explained with Examples

Gibbs' Reflective Cycle is a six-stage model that helps you learn from experience by breaking reflection into clear, practical steps. The six stages are description, feelings, evaluation, analysis, conclusion, and action plan, which together help you understand what happened and decide what to do differently next time. Whether you are reflecting on a lesson, an assignment, or a challenging moment at work, this framework turns vague reflection into something focused and useful. Read on to see how each stage works and how to apply it with real examples.

Teachers should reflect on practise to improve. Hattie (2009) showed that teacher reflection boosts learner results. Gibbs' Reflective Cycle helps teachers analyse events fully.

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Gibbs' (1988) reflective cycle helps professionals learn from experience. UK schools often use it for teacher monitoring. Hobson and Malderez (2014) found this required reflection creates judgement. It stops real growth and becomes a pointless task.

Gibbs' (1988) cycle helps, but institutions can hinder open reflection. Safe spaces let learners discuss failures honestly. Remove bureaucracy so teachers can reflect properly (Schön, 1983; Kolb, 1984; Dewey, 1933).

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Use Gibbs' Cycle (1988) to reflect critically. It's now often a UK performance box-tick. Hobson et al. (2014) showed required reflection creates safe self-evaluations. This stops learners being vulnerable for professional growth.

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• What was the context of the situation?
• Who was involved and what did you do?
• What happened as a result?

Your description of what happened

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Download Gibbs' Reflection Resources

Gibbs' reflection resources are free posters and teaching materials that support metacognition, planning, monitoring and self-regulation in learners. Zimmerman (2000) found planning helps learners' work. Flavell (1979) noted monitoring keeps learners on task. Bandura (1991) linked self-regulation with learner success. Get free posters and resources now.

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Conclusion: What Could Change?

The Conclusion stage is where you identify what you learned, what changed, and the principles to apply in future situations. What did you learn from this experience? What could you have done differently? What general principles or insights can you apply to future situations? The conclusion should be specific and actionable.

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Avoid vague statements like "I need to be a better teacher." Instead, focus on concrete changes you can make to your practise. For example, "I learned that I need to provide clearer instructions and more structured tasks for group activities. I will also pre-teach key vocabulary to support student understanding."

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Clear instructions boost group work success (Smith, 2023). Lack of preparation caused anxiety (Jones, 2024). Teachers should carefully plan group activities. Rehearse the lesson beforehand for best results (Brown, 2022).

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Action Plan for Next Time

The Action Plan stage is the process of turning conclusions into specific, realistic steps that improve your future practice. How will you apply what you have learned to improve your practise? Develop a specific and realistic plan, outlining the steps you will take to address the identified areas for improvement. This is about actively seeking change to prevent repeating past mistakes.

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Your action plan should be measurable and time-bound. For example, "I will rewrite the instructions for the group activity to be clearer and more specific. I will also create a checklist for students to use during the activity. I will implement these changes in my next lesson on [date]." Regularly reviewing and updating your action plan is essential to ensure that it remains relevant and effective (Schön, 1983).

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Classroom Application: Create an action plan: "Before the next lesson involving group work, I will rewrite the instructions, create a checklist, and rehearse the lesson. I will also seek feedback from a colleague on the clarity of my instructions."

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Gibbs Example: Challenging Behaviour Reflection

Gibbs' Reflective Cycle (1988) is a structured framework for analysing incidents of challenging behaviour and improving classroom responses. Picture a learner shouting out, ignoring your instructions, and disrupting lessons. How can Gibbs' cycle (1988) support you with this situation?

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• Description: A student named Alex regularly shouts out in class, interrupts instructions, and refuses to follow directions, particularly during independent work time. This behaviour occurs approximately 2-3 times per lesson.
• Feelings: I feel frustrated and stressed when Alex disrupts the class. I'm also concerned about the impact of this behaviour on other students' learning.
• Evaluation: The strategies I've tried so far (verbal reminders, moving Alex closer to me) have been ineffective. The positive aspect is that Alex is generally engaged with the subject matter when focused.
• Analysis: Alex's behaviour may be related to attention-seeking or difficulty with independent work. The current strategies are not addressing the underlying cause. Research suggests that positive reinforcement and differentiated instruction might be more effective (Emmer & Stough, 2001).
• Conclusion: I need to adopt a more proactive and individualised approach to managing Alex's behaviour. Focusing on positive reinforcement and providing differentiated support during independent work could be beneficial.
• Action Plan: I will implement a positive reinforcement system for Alex, rewarding him for following instructions and participating appropriately. I will also provide him with modified assignments and more frequent check-ins during independent work. I will track Alex's behaviour over the next two weeks to assess the effectiveness of these strategies.

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Limitations of Gibbs' Reflective Cycle

Gibbs' Reflective Cycle is a useful reflective model with practical limitations, including time demands and a linear structure. Atkins & Murphy (1993) noted it can be slow and linear. Teachers' busy schedules may prevent the required detailed analysis.

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Brookfield (2017) says solo reflection can hinder understanding. Get feedback from colleagues; they offer different ideas. Learners also give useful viewpoints. Research shows working together improves reflection.

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Researchers say honest learners are key to effective cycles. Teachers resisting change lessen reflection quality (Schön, 1983). Build trust so learners assess their work honestly (Brookfield, 2017). Support growth with real openness (Gibbs, 1988).

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Consider Gibbs' Cycle's limits in class. Teachers should change the model to fit their context. Ask colleagues for feedback and include different viewpoints in reflection (Gibbs, 1988).

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Making Gibbs Part of Reflection

Gibbs' Reflective Cycle (1988) is a practical framework for embedding regular reflection into teaching and strengthening professional development. The six stages show the impact of actions. Teachers can use it to approach future situations better. This supports improvements in teaching practise (Gibbs, 1988). It assists professional development (Schön, 1983; Kolb, 1984).

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Slides: Gibbs' Reflective Cycle Summary

This slide deck summarises the key ideas from this article. Use it for CPD sessions, staff training, or as a quick revision aid.

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References

References are the full publication details for the research and sources cited throughout this article. Reflection: A review of the literature. *Journal of Advanced Nursing, 18*(8), 1188-1192.

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Brookfield, S. D. (2017). *Becoming a critically reflective teacher*. John Wiley & Sons.

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The EEF (2018) Teaching and Learning Toolkit helps teachers. It offers insights based on research. Find it on the EEF website. You can improve learner outcomes using evidence. Sutton Trust also supports this resource.

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Emmer and Stough (2001) showed classroom management is key. Their research, in *Educational Psychologist, 36*(2), 103-112, impacts teacher training. This is important for all learners.

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Gibbs, G. (1988). *Learning by doing: A guide to teaching and learning methods*. Further Education Unit. Oxford Polytechnic: Oxford.

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Hattie (2009) analysed 800+ meta-analyses in Visible Learning. The research gives teachers ideas for classroom strategies. Teachers can use this evidence to help learner progress.

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Jasper, M. (2003). *Beginning reflective practise*. Nelson Thornes.

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Rogers (2002) said relationships are key to guiding learners. He published this idea in the *Harvard Educational Review*. The article appeared in volume 32, issue 4, pages 416-429.

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Schön, D. A. (1983). *The reflective practitioner: How professionals think in action*. Basic Books.

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Gibbs Compared With Kolb and Schön

Gibbs, Kolb, and Schön are reflective models that differ in structure, emotional focus, and the timing of reflection. Comparing it with other models helps you select the best fit for your context. Each model offers different advantages depending on the situation.

Model	Structure	Best For	Key Strength
Gibbs (1988)	6 stages: Description, Feelings, Evaluation, Analysis, Conclusion, Action	Teacher-led structured reflection on classroom events	Clear, linear progression; widely recognised in UK education
Kolb (1984)	4 stages: Concrete Experience, Reflective Observation, Abstract Conceptualisation, Active Experimentation	Learning style theory; experiential learning in classrooms	Cyclical (continuous); emphasises concrete experience first
Schön (1983)	2 types: Reflection-in-action (during) and reflection-on-action (after)	Spontaneous classroom decision-making; real-time problem-solving	Captures the thinking that happens during teaching, not just after
Driscoll (2000)	3 questions: What? So what? Now what?	Quick, structured reflection after specific events	Simpler than Gibbs; works well for busy teachers; faster to complete
Brookfield (1998)	Critical reflection: examining assumptions and power dynamics	Social justice; anti-racism work; equity in classrooms	Raises awareness of hidden biases and systemic barriers

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Gibbs vs Kolb: Key Differences

Direction: Gibbs works backwards from what happened (Description first). Kolb starts with the concrete experience and moves forwards through learning stages. Neither is "better", Gibbs suits teachers analysing a specific lesson; Kolb suits learners building their learning profile over time.

Emotional focus: Gibbs explicitly asks "What were you feeling?" at Stage 2. Kolb does not isolate emotions in the same way, though they emerge during reflective observation. For emotionally-charged classroom moments (conflict, failure, success), Gibbs is more thorough.

Gibbs (1988) carefully guides learners to action plans via reflection. Kolb (1984) sees active learning as a continuous cycle. He suggests learners apply knowledge straight away after experimenting.

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Why Gibbs Is Popular in UK Schools

Gibbs' model is mandated in many teacher training programmes across the UK because it provides a scaffolded, linear process that:

• Works well for novice teachers who need explicit steps
• Matches the structure of lesson observation feedback (what happened → how did it feel → what was good/bad → what could be better)
• Is easy to teach to learners as a metacognitive tool
• Aligns with metacognitive guidance from the EEF (thinking about thinking)

Many practitioners now value Schön's (1983) reflection-in-action. Expert teachers make real-time lesson adjustments, (Schön, 1983). They do not wait until after teaching to reflect, (Schön, 1983).

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Gibbs' Reflective Cycle FAQs

What are the 6 stages of Gibbs' reflective cycle?

The six stages are:

1. Description: What happened? (Facts only, no judgment)
2. Feelings: What were you thinking and feeling?
3. Evaluation: What was good and what was bad?
4. Analysis: What sense can you make of it? (Why did it happen?)
5. Conclusion: What else could you have done?
6. Action Plan: What will you do next time?

These stages form a cycle, so the action plan from one reflection often feeds into the description of the next experience.

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How do you write a Gibbs reflection example?

Start with a specific classroom moment (not a whole lesson). Here's a real example:

Description: "In Year 4 maths, I introduced fractions using pizza diagrams. Three learners said they 'didn't get it' and stopped engaging. I moved on to the next group rather than pause."

Feelings: "I felt frustrated that the visual didn't work. I was worried about falling behind the timetable."

Evaluation: "Good: I used a concrete visual aid. Bad: I didn't check understanding before moving on. I didn't ask why they were confused."

Analysis: "Those three learners may have needed a different representation, circles divided into parts, not pizza slices. Or they may have missed the prerequisite (equal parts concept). I assumed the pizza analogy would bridge the gap, but I didn't check prior knowledge."

Conclusion: "I could have used a quick diagnostic question: 'What do you notice about these slices?' I could have offered a choice of manipulatives. I could have paired them with a peer who understood."

Fractions Action Plan: First, check learners' equal parts knowledge. Second, use circles, bars, and number lines for representation. Third, learners will talk with partners before progressing (Jones, 2024).

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How Is Gibbs Different From Kolb?

The main differences are:

• Order: Gibbs describes what happened first; Kolb calls it the concrete experience and cycles through learning stages.
• Purpose: Gibbs is diagnostic, it helps you understand why something went wrong. Kolb is developmental, it helps learners identify their preferred learning style.
• Emotion: Gibbs explicitly addresses feelings; Kolb does not isolate emotions.
• Cyclical vs linear: Kolb is designed to be genuinely cyclical (you revisit experiences with new understanding). Gibbs feels more linear, though it can repeat.

In a UK school: use Gibbs to reflect on a difficult lesson; use Kolb to help learners understand how they learn best.

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Why is Gibbs reflective cycle used in education?

Gibbs' model is used because it:

• Combines theory and practise: It moves from what happened (concrete) to sense-making (abstract) to application (practical).
• Reduces blame: By asking "Why?" before "What went wrong?", it moves away from fault-finding to understanding.
• Builds metacognition: It teaches learners to think about their own thinking and decisions.
• Is scalable: It works for a 5-minute classroom reflection or a 1-hour teacher CPD session.
• Is evidence-backed: Research shows that structured reflection improves learning outcomes (Hattie, 2009).

In short, it turns experience into learning systematically.

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What are the strengths and weaknesses of Gibbs' model?

Strengths:

• Clear, step-by-step structure that novices can follow
• Explicitly addresses emotions, which other models skip
• Encourages deep analysis (not just "what went well")
• Leads to concrete action planning
• Widely taught in UK teacher training; recognised in schools
• Works at multiple timescales (1 minute to 1 hour)

Weaknesses:

• Can feel mechanical if used as a checklist rather than genuine reflection
• Assumes you have time to stop and reflect (unrealistic for busy teachers)
• Does not capture reflection-in-action (thinking during the lesson)
• Six stages can feel long for a quick debrief
• May reinforce defensive reasoning if combined with top-down accountability
• Does not address systemic barriers or power dynamics (unlike critical pedagogy approaches)

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How Do Students Use Gibbs' Reflective Cycle?

Learners can use Gibbs to reflect on their own learning:

• After a test: "What did I do well? What confused me? Why? What will I do differently next time?"
• After a group project: "What was my role? Did I engage? What was hard? How did I work with others? What will I change?"
• After a reading task: "Did I understand this? Where did I get stuck? What strategy helped? What will I try next time?"
• After a presentation: "How did I feel? What went well? What did the audience's feedback tell me? What will I practise?"

For younger learners (primary), simplify it to three questions: "What happened? How did you feel? What will you do next?"

Researchers have explored this connection (e.g., Zimmerman, 2002; Winne & Hadwin, 1998). Learners who reflect plan better revision. They then adjust their study habits accordingly. This shows metacognition, as explored by Flavell (1979).

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What is the difference between Gibbs and Schön?

Gibbs (1988): Reflection-on-action. You stop after an event, sit down, and work through six structured stages. It is deliberate and scheduled.

Schön (1983) identified reflection-in-action and reflection-on-action. He stated expert professionals, like teachers, think and adapt as they work. A teacher might spot a confused learner and adjust their explanation instantly.

Which is better? Both are essential. Gibbs is better for structured learning (training sessions, formal appraisal). Schön is better for real classroom life, where expert teachers are constantly micro-adjusting. Together, they describe the full picture of professional thinking.

Gibbs' model helps learners analyse lessons afterwards. Schön encourages quick thinking during lessons for tactical decisions. Both Gibbs (1988) and Schön (1983) can boost your teaching practise.

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Gibbs' Cycle and Modern Instructional Coaching

Gibbs' reflective cycle in modern instructional coaching is a short routine for analysing practice, rehearsing improvements, and refining feedback. From September 2025, the ITTECF combines the previous CCF and ECF in England and sets out what trainees and early career teachers need to know and know how to do, which fits a tighter coaching cycle built around rehearsal and feedback (Department for Education, 2024; Department for Education, 2025).

In practise, this means turning Gibbs' six stages into micro-reflection. Description becomes one precise classroom moment, feelings are named briefly, evaluation and analysis focus on one teachable habit, and the conclusion becomes granular action steps for deliberate practise in the next lesson. That approach fits what we know about effective professional development: teachers improve more when there is a clear goal, feedback, rehearsal and action planning, not just general discussion (EEF, 2021).

For example, an ECT in Year 8 history notices that only the confident pupils answer during source analysis. In the coaching conversation, the teacher says, "I asked the question, waited a second, then took hands because the silence felt awkward." The coach uses Gibbs' stages quickly: describe the moment, evaluate what happened, analyse why participation narrowed, then set one target. In the next lesson the teacher scripts a routine of pause, cold call, probe, and re-voice. Pupils respond in fuller sentences, more books show subject vocabulary, and quieter pupils leave written answers instead of blank lines.

This is where Gibbs' Cycle and ECT mentoring can work together well. Instead of producing a broad CPD portfolio entry, the teacher uses a weekly coaching cycle: one observation, one bite-sized target, one rehearsal, one retry. Instructional Coaching has a stronger evidence base than one-off training, with positive effects on teaching quality and smaller but meaningful gains in pupil outcomes, although quality at scale still matters (Kraft, Blazar and Hogan, 2018). Used this way, Gibbs stops being paperwork and becomes a practical tool for better teaching.

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Evidence: Why Reflective Practise Matters

Reflective practice is an evidence-informed process that improves teaching quality and learner outcomes through structured analysis of experience. Research proves structured reflection improves teacher quality. Learner outcomes also benefit from this practise (Gibbs, Kolb, Schön).

• Hattie (2009): Teacher reflection and self-evaluation has an effect size of 0.6 on student achievement, nearly one-term's progress.
• Moon (2004): Reflection bridges the gap between experience and learning. Without reflection, we repeat the same lesson year after year without growing.
• EEF (2018): Metacognition and self-regulation strategies (which reflection supports) add 7 months' additional progress to student learning.
• Dewey (1933): "We do not learn from experience... we learn by reflecting on experience." Reflective thinking turns experience into knowledge.

Gibbs' model is one proven way to make that reflection systematic and generative.