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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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 practice (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 practice*. 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.

Donald Schön (1983) introduced a crucial distinction in reflective practice: reflection-in-action and reflection-on-action. This framework helps educators understand the different ways professionals think about and learn from their experiences. Both forms of reflection are vital for continuous professional growth and improved teaching behaviour.

Reflection-in-action refers to the immediate, spontaneous thinking that occurs during an activity. Teachers make rapid decisions and adjustments in real-time as events unfold in the classroom. This type of reflection involves sensing a problem, reframing it, and experimenting with solutions without conscious deliberation.

For instance, a teacher might observe pupils struggling with a new maths concept during a lesson. They might instantly recognise the confusion, adjust their explanation, or provide an alternative example on the whiteboard. This immediate adaptation, driven by their professional knowledge and experience, exemplifies reflection-in-action.

In contrast, reflection-on-action involves looking back at an experience after it has happened. This is a more deliberate and structured process where teachers analyse past events, consider alternative approaches, and plan for future actions. Gibbs' Reflective Cycle primarily supports this retrospective form of reflection.

After a challenging lesson, a teacher might sit down to consider why a particular activity did not engage pupils as intended. They might review their lesson plan, recall pupil responses, and think about what they could have done differently to improve engagement. This systematic review is a clear instance of reflection-on-action.

Both reflection-in-action and reflection-on-action are essential for developing expert teaching practice. Reflection-in-action allows for immediate responsiveness and adaptation, while reflection-on-action provides the opportunity for deeper learning and strategic planning. The insights gained from reflection-on-action can then inform and refine a teacher's reflection-in-action in subsequent lessons.

While Gibbs' (1988) Reflective Cycle offers a structured approach to reflection-on-action, understanding Schön's (1983) concepts enriches its application. Teachers can use the cycle to systematically analyse the decisions made during reflection-in-action, evaluating their effectiveness and identifying areas for improvement. This integrated approach ensures that both immediate responses and long-term strategies are continuously refined.

By critically examining past teaching episodes through reflection-on-action, teachers build a richer repertoire of responses for future situations. This deliberate analysis helps them to develop more sophisticated mental models, enabling quicker and more effective reflection-in-action when similar challenges arise. Ultimately, this continuous cycle of reflection drives sustained professional development.

While Gibbs' Reflective Cycle offers a comprehensive approach, teachers often require a more concise method for immediate reflection. The Rolfe et al. Framework, developed by Rolfe, Freshwater, and Jasper (2001), provides a simplified three-stage model for quick, on-the-go analysis of experiences. This alternative is particularly useful when time is limited, allowing educators to engage in meaningful reflection without the extensive detail of a six-stage cycle.

The first stage, What?, focuses on describing the event or situation objectively. Teachers should recount the facts, detailing what happened, what they did, and what pupils said or did. For example, a teacher might reflect, "During the Year 5 maths lesson, several pupils struggled with the long division concept, specifically when carrying over remainders. I noticed three pupils became disengaged and started whispering."

The second stage, So what?, moves beyond description to explore the significance and implications of the event. This involves considering feelings, analysing the impact on pupils and the teacher, and linking the experience to prior knowledge or pedagogical principles. A teacher reflecting on the maths lesson might ask, "So what does this mean for pupil understanding? I felt frustrated that my explanation was not clear enough, and the disengagement suggests a lack of mastery. This highlights the importance of formative assessment to identify misconceptions earlier."

The final stage, Now what?, focuses on planning future actions based on the reflection. This involves identifying specific steps to improve practise, considering what changes will be implemented, and how these changes will be evaluated. Following the maths lesson reflection, the teacher might decide, "Now what will I do differently? I will plan a short diagnostic quiz for the start of the next lesson to pinpoint specific areas of difficulty. I will also prepare a visual aid to demonstrate the carrying-over process more explicitly, and pair pupils for peer-tutoring on simpler examples."

This streamlined approach makes reflection more accessible and less daunting for busy professionals. While Gibbs' (1988) cycle encourages deep, comprehensive analysis, the Rolfe et al. framework offers a practical tool for immediate learning from everyday classroom events. It encourages teachers to quickly process experiences and adapt their strategies, building a culture of continuous professional growth (Schön, 1983).

Teachers can choose between the two frameworks depending on the complexity of the event and the time available for reflection. For significant incidents or annual reviews, Gibbs' six stages provide the necessary depth. However, for daily adjustments to lesson delivery, pupil behaviour management, or quick post-lesson thoughts, the Rolfe et al. model offers a swift and effective alternative, ensuring reflection remains a regular, integrated part of teaching practice.

While Gibbs' Reflective Cycle provides a structured approach to personal reflection, incorporating additional frameworks can significantly deepen the analysis. One such complementary model is Brookfield's Four Lenses, which encourages teachers to view a situation from multiple vantage points. This multi-perspectival approach helps to uncover blind spots and challenge assumptions, leading to a more comprehensive understanding of teaching and learning experiences.

The first lens is the Autobiographical Lens, where teachers reflect on their personal experiences, beliefs, and feelings related to the event. This involves considering how one's own history, values, and assumptions might have influenced actions and perceptions during the lesson or interaction. For instance, a teacher might reflect, "I felt a sense of impatience when the pupils didn't grasp the concept quickly, possibly because I remember finding this topic straightforward myself."

The second is the Student Lens, which requires teachers to consider the situation from the pupils' perspective. This involves asking what pupils were thinking, feeling, and experiencing during the lesson, and how they might have interpreted the teacher's actions or instructions. A teacher using this lens might consider, "From the pupils' quietness, they might have felt confused or intimidated to ask questions, rather than simply understanding the material."

Next is the Colleague Lens, which involves seeking feedback from peers or imagining how a colleague might perceive the event. Discussing a challenging lesson with a trusted colleague can provide invaluable external observations and alternative interpretations. For example, a teacher might ask a colleague, "Did you notice any specific moments where pupils seemed disengaged during my explanation of fractions?" or consider, "How might a more experienced teacher have handled that behaviour incident?"

Finally, the Theoretical Lens prompts teachers to apply relevant educational theories, research, and pedagogical principles to the situation. This involves connecting personal experiences to broader academic understanding, helping to explain why certain events occurred and what might be done differently. For example, a teacher reflecting on pupil disengagement might consider Vygotsky's (1978) Zone of Proximal Development, realising the task might have been too far beyond some pupils' current understanding without sufficient scaffolding.

By integrating Brookfield's Four Lenses with Gibbs' Reflective Cycle, teachers can move beyond superficial self-assessment. For instance, during the "Analysis" stage of Gibbs' cycle, applying these four lenses allows for a richer exploration of causes and effects, generating a more nuanced understanding of the situation. This comprehensive approach ensures that conclusions drawn and action plans formulated are robust and well-informed, leading to more effective professional growth (Brookfield, 1995).

The "Analysis" stage of Gibbs' Reflective Cycle requires teachers to make sense of the experience, moving beyond description and feelings to understand underlying causes. This often involves examining interactions, decisions, and external factors. For situations involving group work or collaborative tasks, applying a theoretical model like Belbin's Team Roles can provide a structured lens for this analysis.

Belbin's Team Roles identify nine distinct behavioural types that individuals tend to adopt within a team (Belbin, 2010). These roles describe how people contribute to a team's progress, interact with others, and approach problems. Understanding these roles helps to explain why certain groups succeed or struggle, highlighting both strengths and potential imbalances.

When reflecting on a group activity, teachers can use Belbin's framework to interpret student behaviours and group dynamics. Instead of simply noting that "the group did not work well," the teacher can consider which roles were present, absent, or over-represented. This deeper understanding moves reflection from superficial observation to insightful analysis.

Consider a Year 9 English teacher reflecting on a collaborative poetry analysis task where one group struggled to produce a coherent presentation. During the "Analysis" stage, the teacher recalls the group's dynamics: one student dominated discussions, perhaps a strong Shaper, another offered many ideas but struggled to organise them, a potential Plant, while no one seemed to keep the group focused or ensure all voices were heard, indicating a missing Coordinator or Teamworker.

This application of Belbin's Team Roles helps the teacher pinpoint specific behavioural gaps rather than blaming individual students or the task itself. The teacher might realise the group lacked a natural Completer Finisher to ensure accuracy and timely submission, or a Resource Investigator to gather external information effectively. Identifying these role deficits provides concrete explanations for the group's difficulties.

By categorising observed behaviours through Belbin's lens, the teacher gains clarity on the group's functional strengths and weaknesses. This analytical step is crucial for moving towards meaningful conclusions and action plans. It allows the teacher to consider how future group formations or explicit role assignments could improve outcomes.

Employing models such as Belbin's Team Roles during the "Analysis" stage transforms subjective reflection into an evidence-informed process. It equips teachers with a vocabulary and framework to diagnose complex social interactions within the classroom. This structured approach supports more targeted interventions and more effective pedagogical strategies.

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When reflecting on collective experiences, such as team-taught lessons or departmental initiatives, a significant pitfall can be Groupthink, a concept identified by Janis (1991). This psychological phenomenon occurs when a group prioritises harmony and conformity over critical evaluation, leading to irrational or dysfunctional decision-making. Members may suppress dissenting viewpoints or avoid challenging the consensus to maintain group cohesion, even if it means overlooking crucial problems.

Groupthink directly impedes the "Evaluation" and "Analysis" stages of Gibbs' Reflective Cycle. Instead of honestly assessing what went well and what did not, or deeply analysing the underlying causes, a group affected by Groupthink might quickly agree on superficial explanations. This avoids uncomfortable truths or potential conflict, but it prevents genuine learning and improvement from the experience.

Consider a scenario where a team of Year 9 English teachers reflects on a new writing intervention that showed minimal impact on pupil outcomes. During the reflection meeting, one teacher might privately believe the intervention's structure was too rigid and did not allow for pupil creativity. However, if the head of department expresses a strong positive view of the intervention, and other teachers quickly echo this sentiment to avoid disagreement, the critical perspective is suppressed.

The group might then collectively conclude that "pupils just need more time to adjust" or "the data isn't fully representative," rather than questioning the intervention's fundamental design. This superficial evaluation means the "Analysis" stage fails to uncover the true reasons for the lack of progress. Consequently, the "Conclusion" will be flawed, and the "Action Plan" will likely involve minor tweaks instead of necessary structural changes, perpetuating the ineffective practise.

To counteract Groupthink during collective reflection, leaders must actively cultivate an environment that encourages diverse perspectives and constructive dissent. Teachers should be prompted to record their individual evaluations and analyses before group discussion, ensuring initial thoughts are not swayed by others. Assigning a "devil's advocate" role can also formally legitimise challenging assumptions and exploring alternative explanations, leading to a more robust and honest reflection (Schön, 1983).

By consciously guarding against Groupthink, teachers can ensure their collective reflections move beyond superficial agreement to genuinely understand complex situations. This commitment to critical inquiry allows for more accurate conclusions and the development of truly effective action plans, ultimately enhancing teaching practice and pupil learning.

The concept of learning through reflection has deep roots in educational philosophy, notably articulated by John Dewey. He profoundly influenced our understanding of how individuals derive meaning and knowledge from their experiences. Dewey argued that merely undergoing an experience does not automatically lead to learning; instead, it is the deliberate process of reflecting upon that experience that enables growth and understanding.

John Dewey famously stated, "we do not learn from experience, but from reflecting on experience" (Dewey, 1933). This core idea distinguishes between passive accumulation of events and active, cognitive processing. For Dewey, reflection involves a conscious effort to examine, interpret, and make sense of past events, transforming raw experience into valuable insight.

Dewey's philosophy emphasised the importance of inquiry and systematic thought in education. He advocated for an approach where learners actively engage with problems, experiment with solutions, and critically evaluate outcomes. This structured approach to thinking about experience laid crucial groundwork for later models of reflective practice, including those used in professional development today.

Consider a Year 5 teacher reflecting on a challenging maths lesson. Instead of simply noting "the lesson went badly," a Dewey-inspired reflection involves asking: "What exactly made it challenging?" "How did pupils respond to my explanation?" "What assumptions did I make about their prior knowledge?" This systematic questioning moves beyond surface-level observation to deeper analysis of teaching behaviours and pupil responses.

This reflective process aligns with John Dewey's view that genuine learning arises from a cycle of experience, observation, and thoughtful consideration. A teacher might recall a pupil's confused expression during a fractions explanation, then reflect on why that expression appeared. This leads to considering alternative teaching strategies for future lessons, directly applying Dewey's principle of learning from reflection.

John Dewey's emphasis on purposeful reflection provides the philosophical underpinning for structured frameworks like Gibbs' Reflective Cycle. While Dewey provided the "why"; the necessity of reflection for learning; models like Gibbs offer the "how." They break down the reflective process into manageable stages, guiding professionals to systematically examine their experiences and develop actionable plans for improvement, much as Dewey envisioned.

The "Feelings" stage of Gibbs' Reflective Cycle requires individuals to identify and articulate their emotional responses to the experience. This goes beyond simply stating "I felt good" or "I felt bad"; it involves a deeper exploration of specific emotions such as frustration, excitement, anxiety, or satisfaction. Articulating these feelings precisely is a critical step in processing the event.

This explicit identification of emotions is crucial for effective Cognitive Reappraisal / Emotion Regulation. By consciously naming feelings, individuals engage higher-order cognitive processes that can help to modulate the intensity of emotional responses. Instead of being overwhelmed by an emotion, the act of labelling it creates a psychological distance, allowing for a more objective examination of the situation.

Research in psychology supports the benefits of affect labelling. Studies show that verbally identifying emotions, such as anger or fear, can reduce activity in the amygdala, the brain region associated with processing emotions (Lieberman et al., 2007). This neural mechanism facilitates emotion regulation, enabling individuals to manage their feelings more effectively rather than being controlled by them.

Consider a teacher reflecting on a lesson where pupil engagement was unexpectedly low. Initially, they might feel a wave of frustration or disappointment. By pausing to name these feelings; "I felt frustrated by the lack of response and disappointed that my planning didn't yield the expected results"; the teacher begins the process of cognitive reappraisal. They might then reframe the frustration as a signal that their instructional approach needs adjustment, rather than a personal failing.

This stage is not about suppressing emotions but understanding their origin and impact. Engaging in cognitive reappraisal allows the reflector to move past immediate emotional reactions towards a more analytical stance. This regulated emotional state provides a clearer foundation for the subsequent stages of evaluation and analysis, where objective thinking is paramount for drawing meaningful conclusions and planning future actions.

While often used for pedagogical improvement, Gibbs' Reflective Cycle also serves as a critical tool for monitoring and supporting teacher mental wellbeing. The structured approach encourages teachers to acknowledge and process the emotional impact of their daily experiences. This systematic reflection can prevent negative feelings from accumulating and affecting overall psychological health.

Teaching is a demanding profession, and unaddressed stress can lead to burnout, characterised by emotional exhaustion, depersonalisation, and a reduced sense of personal accomplishment (Maslach & Jackson, 1981). Regularly engaging with the cycle allows teachers to identify early signs of stress and develop proactive coping mechanisms. It shifts the focus from simply reacting to events to understanding their personal impact and planning for resilience.

By explicitly addressing the "Feelings" stage, teachers are prompted to articulate their emotional responses to challenging situations. For instance, after a particularly difficult parent meeting, a teacher might reflect on feelings of frustration, anxiety, or inadequacy. This acknowledgement is a vital first step in managing emotional distress rather than suppressing it.

Consider a teacher who feels overwhelmed after repeated pupil behaviour issues. Using Gibbs' Cycle, they would describe the events, articulate feelings of exhaustion and self-doubt, and evaluate the impact on their energy levels. The "Analysis" stage might reveal patterns in their emotional responses, while "Conclusion" could identify the need for better boundary setting or seeking support.

The "Action Plan" then becomes a strategy for self-care and stress reduction, directly addressing mental wellbeing. This might involve planning specific relaxation techniques, delegating tasks, or seeking advice from a mentor. Such deliberate planning helps mitigate the risk of burnout by providing concrete steps to maintain psychological balance in a demanding role.

Implementing Gibbs' Cycle for personal reflection transforms it from a mere professional development exercise into a powerful self-care routine. It enables teachers to take ownership of their emotional health, ensuring they remain effective and engaged in their profession without succumbing to the pressures that often lead to professional exhaustion.

The application of Gibbs' Reflective Cycle extends beyond individual teacher practise, offering a robust framework for school leaders to analyse complex organisational dynamics. Leaders can use the cycle to critically examine their decisions, team interactions, and the impact of their leadership style on staff and school culture. This structured reflection is particularly valuable for developing a Transformational Leadership approach.

Transformational Leadership focuses on inspiring and motivating staff to achieve shared goals, often by challenging existing assumptions and encouraging individual growth (Bass, 1985). A leader employing Gibbs' cycle might reflect on a challenging staff meeting where a new policy was met with resistance. They would describe the event, acknowledge their own feelings and those expressed by staff, and evaluate the meeting's effectiveness.

For instance, a Head of Department reflecting on a curriculum planning session might use the Analysis stage to consider underlying reasons for team disagreement, such as workload concerns or differing pedagogical beliefs. Their Conclusion might identify that their initial communication of the new curriculum lacked sufficient rationale or opportunities for staff input. This deep analysis helps leaders move beyond surface-level issues.

The Action Plan stage then becomes crucial for embodying Transformational Leadership. Instead of simply reiterating the policy, the leader might plan to hold follow-up sessions, actively solicit feedback, and involve staff in refining implementation strategies. This demonstrates a commitment to enabling staff and building a collaborative environment, which are hallmarks of transformational leadership (Leithwood, 1992).

By systematically reflecting on their leadership behaviours and their effects, school leaders can refine their communication, improve conflict resolution strategies, and build stronger, more cohesive teams. Gibbs' cycle provides the structure for leaders to continuously learn and adapt, thereby strengthening their capacity to inspire and guide their school community effectively.

The Analysis stage of Gibbs' Reflective Cycle moves beyond simply describing events to understanding the underlying reasons. Teachers must identify contributing factors and explore their interconnectedness. This deeper examination helps to avoid superficial conclusions and ensures that subsequent actions address the true issues, not just the symptoms (Schön, 1983).

Root Cause Analysis is a systematic process for identifying the fundamental causes of problems or incidents. Instead of merely fixing immediate issues, it seeks to uncover the deepest factors that, if removed, would prevent the problem from recurring. This approach is crucial for sustainable improvement in teaching practice.

One effective technique for conducting Root Cause Analysis is the 5 Whys. Developed by Taiichi Ohno at Toyota, this method involves repeatedly asking "Why?" to peel back layers of symptoms until the core issue is revealed (Ohno, 1988). The "five" is a guideline, meaning you continue asking until you can no longer find a useful answer.

Consider a teacher whose Year 5 class consistently struggles with independent writing tasks.

1. Why are pupils struggling with independent writing?; They lack ideas and structure.
2. Why do they lack ideas and structure?; They don't plan effectively before writing.
3. Why don't they plan effectively?; They haven't been explicitly taught diverse planning strategies.
4. Why haven't they been explicitly taught diverse planning strategies?; The curriculum focuses more on drafting and editing than pre-writing.
5. Why does the curriculum focus more on drafting and editing?; The school's writing framework prioritises those stages for assessment.

This process reveals that the root cause might not be pupil ability, but a systemic issue in curriculum design or instructional focus.

By using the 5 Whys, teachers can move beyond blaming pupils or external factors and pinpoint areas within their control or influence for improvement. This structured inquiry ensures that the Conclusion and Action Plan stages of Gibbs' Cycle are built upon a robust understanding of the problem's origins. It transforms reactive problem-solving into proactive strategic development.

The final stage of Gibbs' Reflective Cycle is the Action Plan. This stage requires you to formulate concrete strategies for future practise, moving beyond mere contemplation to purposeful change. An effective action plan translates insights gained from reflection into specific, practical steps that can be implemented and evaluated.

To ensure your action plans are truly effective and lead to tangible improvements, apply the SMART Goals framework. This widely recognised approach helps structure objectives so they are clear, trackable, and attainable. By making your action plans SMART, you increase the likelihood of successful implementation and meaningful professional growth.

First, ensure your goals are Specific and Measurable. A specific goal clearly defines what you intend to do, avoiding vague statements. For instance, instead of "improve behaviour management," a specific goal might be "implement a consistent warning system for off-task behaviour." Measurable goals allow you to track progress and determine success; you need clear criteria to know if the action has had an impact (Wiliam, 2011).

Next, consider if your goals are Achievable and Relevant. An achievable goal is realistic given your resources and current context; it should challenge you without being impossible. A relevant goal aligns with your professional development needs and the broader educational objectives of your school. For example, an action plan to integrate more group work is relevant if your school aims to enhance collaborative learning skills.

Finally, make your goals Time-bound. This means setting a clear deadline or timeframe for achieving your objective, which creates urgency and helps with accountability. For example, after reflecting on a chaotic group activity, a teacher might set a SMART Goal: "By the end of next month, I will successfully implement a structured cooperative learning task in three Year 7 lessons, ensuring each group has clearly defined roles and a rubric for self-assessment, as evidenced by pupil feedback and task completion rates." This detailed approach ensures the action plan is a practical guide for improvement.

Gibbs' Reflective Cycle is an invaluable tool in nursing and clinical practice, enabling healthcare professionals to systematically learn from their daily experiences. This structured approach supports nurses in navigating complex patient care situations, enhancing their decision-making, and improving overall patient outcomes. Engaging in regular reflection is a cornerstone of professional development in healthcare, building critical thinking and adaptability in dynamic clinical environments (Johns, 2000).

Consider a nurse reflecting on a challenging shift in an emergency department, specifically a situation involving a patient presenting with acute respiratory distress. The nurse would use the Description stage to detail the patient's presentation, the immediate interventions performed, the team's coordination, and the patient's response. This stage focuses on objective recall: "The patient arrived via ambulance, saturating at 88% on air, tachypnoeic, and anxious. We initiated oxygen therapy, positioned them upright, and called for medical review."

Moving to Feelings, the nurse might acknowledge their initial anxiety regarding the patient's rapid deterioration, followed by a sense of relief once the patient stabilised. The Evaluation stage involves assessing the effectiveness of the interventions and the team's communication, noting what went well (e.g., rapid assessment) and what could have been improved (e.g., clearer delegation of tasks). The Analysis stage then explores underlying reasons, perhaps considering the adequacy of available resources, the nurse's own knowledge base regarding specific respiratory conditions, or communication barriers within the team (Rolfe et al., 2001).

Based on this analysis, the nurse formulates a Conclusion, such as identifying a personal learning need in advanced airway management or recognising a systemic issue in team handover protocols. The final Action Plan outlines concrete steps for future nursing and clinical practice. This might include: "I will attend the next advanced life support training session and propose a new structured handover template for critical patients to the charge nurse." This systematic reflection directly contributes to safer and more effective patient care.

Developing Emotional Intelligence (EQ) is fundamental for effective teaching, enabling educators to manage their own emotions and understand those of their pupils. Gibbs' Reflective Cycle cultivates this crucial skill, moving beyond mere event recall to deeper emotional processing. Teachers with higher EQ navigate complex classroom dynamics more effectively, building a positive learning environment (Goleman, 1995).

The "Feelings" stage of Gibbs' cycle prompts teachers to acknowledge and articulate their emotional responses. This direct engagement with personal emotions is a cornerstone of Emotional Intelligence, involving recognising and managing one's own feelings. Reflecting here allows teachers to identify triggers, understand biases, and develop strategies for emotional regulation.

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The Analysis stage of Gibbs' Reflective Cycle requires teachers to move beyond personal feelings and evaluations. This stage involves making sense of the experience by connecting it to broader educational knowledge. Integrating academic literature provides a robust framework for understanding the underlying causes and implications of an event.

To effectively integrate academic literature, teachers should identify specific themes or challenges from their experience that require deeper explanation. This involves actively searching for relevant research papers, established pedagogical theories, or educational policy documents. For instance, when analysing pupil engagement, a teacher might consult Vygotsky's (1978) work on social constructivism to understand how collaborative tasks influence learning.

Consider a teacher reflecting on a lesson where pupils consistently misunderstood a new mathematical concept. During the Analysis stage, they could refer to research on misconceptions in mathematics education, perhaps drawing on the work of Piaget (1952) regarding cognitive development stages. This allows the teacher to explain why pupils might hold particular faulty understandings, rather than simply noting the error. Such academic grounding provides a stronger basis for developing targeted interventions and refining future teaching strategies.

Critical reflection moves beyond simply describing an event; it involves actively questioning one's own role, perceptions, and underlying beliefs. This process requires teachers to challenge assumptions they hold about their pupils, their teaching methods, or even the school environment. Without this deeper scrutiny, reflection risks becoming a superficial exercise, failing to uncover root causes of issues or identify genuine areas for growth (Schön, 1983).

To practise challenging assumptions effectively, teachers should ask themselves probing questions during the analysis stage of Gibbs' Cycle. Consider: "What assumptions did I make about the pupils' prior knowledge or motivation before starting the activity?" or "Were my expectations for their behaviour influenced by past experiences with similar classes, rather than the current group?" This self-interrogation helps reveal unconscious biases or habitual responses that might hinder effective teaching and learning.

For instance, a teacher reflecting on a difficult maths lesson might initially attribute poor engagement to pupil apathy. Through critical reflection, they challenge this assumption, asking: "Did I assume pupils understood the prerequisite concepts without checking for understanding?" or "Was my explanation clear and accessible, or did I rely on a method that previously worked for a different group?" This shift in perspective allows the teacher to identify their own blind spots, such as insufficient scaffolding, rather than solely attributing the issue to pupil behaviour.

Narrative writing / journaling offers a powerful method for teachers to engage with the description and feelings stages of Gibbs' cycle. By committing thoughts and events to paper, teachers can externalise and examine their experiences in detail. This process moves reflection beyond fleeting thoughts, allowing for a more structured and comprehensive review of events.

The pedagogical value of narrative writing / journaling lies in its ability to facilitate deeper cognitive processing and emotional regulation. Writing helps to organise fragmented memories and feelings, transforming raw experience into coherent understanding (Bruner, 1990). This active construction of a narrative aids in identifying patterns and underlying causes, which is crucial for effective learning from experience.

For instance, a teacher reflecting on a unconventional lesson might write a detailed account of pupil behaviours, their own reactions, and the specific sequence of events. This act of journaling allows them to revisit the scenario objectively, pinpointing moments where different strategies could have been employed. Such detailed self-examination supports the development of more effective classroom management techniques for future situations.

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Donald Schön’s "Reflection-in-Action" vs. "Reflection-on-Action"

Donald Schön (1983) introduced two distinct forms of reflection: "reflection-in-action" and "reflection-on-action". These concepts offer a deeper understanding of how professionals, including teachers, engage with their practice. Understanding this distinction helps teachers apply structured reflective cycles more effectively.

Reflection-in-action occurs spontaneously during an event. It involves thinking on your feet, adjusting your approach as you go, and making immediate decisions based on unfolding circumstances (Schön, 1983). For example, a teacher might observe pupils looking confused during a maths explanation and immediately rephrase the concept or draw a clarifying diagram.

Reflection-on-action happens after an event has concluded. This involves looking back at what happened, analysing decisions, and considering alternative approaches for future situations (Schön, 1983). A teacher reflecting on a challenging science lesson might review pupil work, consider their questioning techniques, and plan specific adjustments for the next day's teaching.

While reflection-in-action is about immediate adaptation, reflection-on-action provides a structured opportunity for deeper learning and professional growth. Both forms are crucial for continuous improvement in teaching practice.

Feature	Reflection-in-Action	Reflection-on-Action
Timing	During the event	After the event
Nature	Spontaneous, intuitive adjustment	Deliberate, analytical review
Purpose	Immediate problem-solving	Deeper learning, future planning
Classroom Example	Teacher rephrases instructions mid-lesson due to pupil confusion.	Teacher reviews pupil essays to inform next week's writing focus.

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Overcoming Reflective "Blank Page Syndrome" with

Many Newly Qualified Teachers (NQTs) find starting the reflection process daunting, especially when faced with a blank page or an open-ended prompt. This initial barrier, often called "blank page syndrome", can hinder genuine learning from experience. Providing structured tools and prompts can significantly reduce the cognitive load associated with initiating reflection (Sweller, 1988).

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Using Graphic Organisers for Initial Description

Graphic organisers offer a visual scaffold to break down the "Description" stage of Gibbs' cycle. Instead of writing a free-form narrative, teachers can use a simple diagram to map out key events, participants, and their own actions. This approach helps externalise thoughts and organise them logically before detailed writing begins.

For instance, after a challenging Year 4 maths lesson on fractions, an NQT could use a simple timeline graphic organiser. They would plot the lesson's progression, marking specific points where pupil engagement dropped or a particular explanation failed. This visual representation helps identify discrete moments for later analysis.

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Prompting Deeper Analysis with Sentence Stems

Moving beyond description, sentence stems provide explicit guidance for the "Feelings", "Evaluation", and "Analysis" stages. These prompts act as linguistic scaffolds, helping teachers articulate complex thoughts and connect observations to underlying reasons. This structured approach supports deeper metacognitive processing (Dunlosky et al., 2013).

Consider a Year 9 English teacher reflecting on a lesson where pupils struggled with essay structure. Instead of "What went wrong?", they could use stems like: "I felt frustrated when...", "A key factor contributing to this was...", or "This outcome suggests that my instruction on X needs to be...". Such specific prompts guide the teacher towards practical findings.

By integrating these simple, generic tools, teachers can transform the often overwhelming task of reflection into a manageable and productive learning experience. These scaffolds ensure that reflection moves beyond superficial recounting to meaningful professional growth.

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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.

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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 practice.

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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 practice, 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 practice 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 Practice 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 practice (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.