Gibbs, Mezirow’s, and Johns’ Models of Reflective Practice
Module 4: Gibbs, Mezirow’s, and Johns’ Models of Reflective Practice
Objectives for this Module
- Identify components of Mezirow’s theory of reflection
- Identify steps of Gibb’s reflective cycle
- Identify five categories and cue questions of John’s reflective framework.
Essential Questions:
- What are the components of Mezirow’s theory of reflection?
- How does one apply the steps of steps of Gibb’s reflective cycle (description, feelings, evaluation, analysis, conclusion, action plan)?
- How does one apply the five cue questions of John’s reflective framework?
Mezirow. Mezirow (1995) developed the theory of transformational learning, which occurs when an individual changes his or her frame of reference as a result of critically thinking about assumptions and beliefs. After this critical reflection, the individual makes a conscious decision to develop and implement plans that bring about new ways of defining their worlds. According to Mezirow (1995), this process starts with a disorienting dilemma followed by other phases. These include: self-examination after the disorienting dilemma, examining one’s assumptions, recognizing that other people have experienced transformations, as well, exploring alternative actions, developing a plan of action, acquiring new knowledge and skills to implement the plan, implementing the plan, developing self-competence and skill in the new role, and finally integrating the new skill set into life based on this new way of thinking. Thus, Mezirow’s theory represents a learning process that is rational and logical
Gibbs. Individuals can use Gibbs’ (1988) model as a reflection tool when something unexpected happens at work, when something goes well or when something does not go well. Although Gibb’s work is commonly cited in the nursing profession, it can be applied to other situations and contexts. The cycle or model is built on Kolb’s experiential learning model and is characterized as a continuous cycle where theory and practice complement the other. There are five steps to Gibbs’ cycle to help structured reflection:
Figure 3. Gibbs reflection model.
An example of a GCU adjunct faculty member’s use of Gibb’s cycle for reflection is in table 1.
Table 1. Example of Gibbs’ Cycle for Reflection
Step | Reflection |
Describe the specific event in detail. | Recently, I was teaching a research class that I have taught many times in the past. One assignment in this class requires learners to again, extract key components of a dissertation. In this class, though, the learners have to provide a rationale as to why they think the authors chose these research design elements. After reading the submissions of this assignment, I realized students in my research class did not understand how to extract components from a dissertation to “deconstruct” a research study and identify its component parts. I also realized students did not understand how to analyze the rationale for each section. This part of the assignment was to justify why the researcher made the design and analysis choices they did. Several students mentioned they did not understand the assignment and left several parts of the assignment template blank, but none asked for help before the assignment was due.
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Thoughts and feelings during the event.
| A very particular incident sticks out in my mind. One learner in class struggled with the concepts of identifying the 10-points. At the time, my thought process was in believing I had done my due diligence in filing early alerts (where a notification about the student gets sent directly to his/her counselor alerting them about concerns) and sending written notification to the learner regarding poor quality of work and asking the learner to contact me should any questions come up or if I could offer further explanation. I thought by putting some of the responsibility onto the learner, it would be a sense of ownership in wanting to learn the objectives and concepts to the assignments.
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Evaluate what was good or bad about the experience. | For the last assignment, this learner was to take the feedback received from week 6 and apply the changes to week 8. Suffice to say the leaner did not do well and did not take the low score received well. I honestly felt I had not only failed myself but failed the learner as I was trying to figure out what I could have done differently. The positive aspects to this experience were in reflecting on the situation in its entirety and realizing what I should have done differently. At the time however, I had wracked my brain to figure out where I went wrong and why.
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Analyze the situation. Draw conclusions. | Analysis. I realized upon analysis of this situation that I should not have put the responsibility onto the learner. I should have taken the initiative to reach out to this learner in asking how I could be of assistance. Farcan (2015) noted that much learning and teaching occur in what is called out of class communication but often requires the teacher to initiate the first call. What this equates to is I needed to reach out to the student early on in class to see what supports I could offer. Had I done this, the outcome would have been different.
Conclusion. Regarding what I could have done differently, I realized that I should have made a more concerted effort in reaching out to this learner to see what I could help with. Being in the online forum is difficult enough and sometimes the reflective practice piece is in going that extra mile for students instead of taking on good faith effort that they will read my comments and process the feedback to a level of understanding.
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Action plan. | I realize in going forward that it is essential to hold frequent web-based meetings with students and do a video lesson of sorts, so they have a firm understanding of what the expectations are for this class and how they can improve for the future. I also realize that teaching is individual and must be tailored to what best suites the individual but can only happen upon reflection of one’s practice.
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Example of Gibbs’ work can be found at the following links: https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/
https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-using-gibbs/
file:///Users/cristiemcclendon/Downloads/reflective_gibbs.pdf
Johns. Johns (1995) offered a structured model of reflection similar to that of Gibbs. Built on Carper’s seminal (1978) work, Johns’ model has five categories with cue questions, which allow an individual to break down an event or experience and reflect on the process and outcomes. The categories of the cue questions are aesthetics, personal, ethics, empirics, and reflexivity. Table 1 provides definitions of each category and cue questions that guide reflection. As seen, John’s model requires deeper levels of thought and more in-depth analysis of a specific situation.
Table 2. John’s Model of Reflection | |||
Category | Definition | Example | Cue Questions |
Aesthetics | Practitioner’s art Practitioner’s action or response to a specific situation, in the here and now. | Grasping Interpreting Envisioning Responding with appropriate skills and behaviors. | What is it that I was trying to do or achieve? What knowledge did I have that informed my actions? Why did I respond in the way I did? How did I feel? How was the person feeling?
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Personal way of knowing | Practitioner’s self-awareness (reactions, drivers, motives) during a specific situation.
| Perception, awareness and management of feelings and prejudices in a situation used to respond appropriately. Ability to manage anxiety and maintain self-control.
| How did I feel in this situation? What internal factors were influencing me?
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Ethical way of knowing | Moral knowledge Practitioner’s knowledge of what is right and wrong and commitment to taking appropriate action.
| Combination of professional, personal ethics and the specific situation. One cannot simply apply ethical principles or procedures. One must also take into account the specific situation, consider the relationship between practitioner and patient. Clinical practice is more than technical skills; it is about “humanness,” relationships with patients as well.
| How did my actions match my beliefs? What factors made me act in incongruent ways?
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Empirical knowing | Scientific knowledge Body of empirical knowledge that informs practice.
| Identify, based on literature, how experience is growing and changing | What knowledge did or should me? have informed |
Reflexivity | Comparing and analyzing one’s experiences over time to become a more skills and knowledgeable practitioner. | Process of personal deconstruction and reconstruction when handling issues. Process of becoming more self-aware to understand who you are in context of practice and who you need to be or become. | How does this connect with prior experiences I have had? Could I handle this better in similar situations? What would be the consequences of alternative actions for the patient' others' myself? How do I now feel about this experience' Can I support myself and others better as a consequence? Has this changed my ways of knowing?
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Adapted from Johns, C. (1995). Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing. 22(2), 226-234, and https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-johns/
Review Questions
- Provide an example of a disorienting dilemma you have experienced as an example of Mezirow’s theory of reflection.
- How did this disorienting dilemma transform your thinking and result in new actions?
- Apply Gibb’s cycle for reflection to a situation you have recently encountered.
- Describe the differences between John’s personal, ethical, and empirical ways of knowing and describe the importance of each.
- Develop three sample questions that one might reflect upon when using John’s model.
- Apply Gibb’s cycle for reflection to a situation you have recently encountered.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Further Education Unit.
Johns, C. (1995). Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing. 22(2), 226-234
Mezirow, J. (1995). Transformation of theory of adult learning. In Defense of the Lifeworld, edited by M. R. Welton, pp. 39-70. New York: SUNY Press, 1995.
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