Abstract
This reflective journal describes the procedures of getting ready for a debate with the help of Graham Gibbs’ reflective learning cycle as a reference. The journal epitomizes running research, balancing feelings, examining preparation time, understanding causes and consequences, figuring out answers, and writing down an action plan for further development. By conducting a systematic analysis of each step of the reflective learning cycle, the journal is a source of insights into the difficulties and opportunities that were met throughout the preparation process, the lessons that were learned, and the ways for individual and professional development. With the application of Gibbs’ reflective learning cycle’s theoretical underpinnings combined with the practical observations of the debate preparation experience, which are elaborated on in this journal, the reader is provided with a holistic approach to the problem of reflection as a means for improving learning outcomes and fostering ongoing development in academic ventures.
Keywords: Reflective journal, debate preparation, Graham Gibbs, reflective learning cycle, learning outcomes.
Reflective Journal: Preparing for the Debate
Description
Our team extensively gathered information and data about the selected topic to prepare for the debate. We attended several publications, including academic articles, reports, and case studies. Every team member was tasked with researching and appropriately investigating specific aspects of the topic and gaining an in-depth understanding of the assigned topic. We had weekly team meetings to discuss our discoveries and used the forum to share our thoughts and options on the debate. Furthermore, we ran mock debating sessions to gain experience, improve our skills, and tailor our style to real-life situations.
Feelings
Researching and preparation were indeed a journey for me on both intellectual and emotional levels. Initially, there was a thrill of being immersed in the subject and a desire to become a productive team member. (Gibbs, 1988). Although the workload was becoming more intense and closer to deadlines, stress and pressure started to be around. Alongside the process of preparing for the debate, another dilemma arose: how to take my academic performance and personal life seriously. Therefore, I sometimes felt upset and anxious. However, these feelings are mixed with a strong tie of comradeship and a sense of sharing a common goal while encouraging and supporting others.
Evaluation
Recalling the planning process for a debate, I can mention a few points that were positive for several team members could share the tasks that helped to achieve the exploration of a topic more effectively and comprehensively, employing this way, the team resources and experts’ knowledge in the best way (Gibbs, 1988). Moreover, the readily available team meetings provided understandable communication and interaction, making us share ideas, solve problems and take joint actions. On the one side, some things could have been better, such as time management and organization to overcome stressful tasks and finish everything. Also, the structure of mock debates was essential to implement; they could have been more structured and focused on the main debate environment to make them more realistic.
Analysis
Exploring further the process of debate preparation and listening hard to the opinions of our teammates, it becomes evident that teamwork and communication skills were the significant indicators of success (Gibbs, 1988, p. 78). By working together with the division of tasks, we found our strengths and competencies, which created a collaborative learning atmosphere where everyone mattered. Besides, the problems we faced, like time limitations and other important priorities of the school, were the highlighted aspects of having adequate time management and priorities in the academic field. Moving forward, I will leverage the lessons learnt from this group project to enhance my performance in future group work and collaborative tasks that can be used as a channel for more effective and productive outcomes.
Conclusion
In conclusion, debate preparation added to the store of knowledge through teamwork, time management and collaborative learning elements of the experience. Working closely with the research process, I better understood the topic I was assigned and gained practical competencies in critical thinking, research and presentation. Additionally, the process offered me a personal reflection, making it easy to identify areas that needed improvement, like better time management and enhancing communication skills.
Action Plan
Having gained experience in debate preparation currently, I plan to use the lessons learned for future academic and professional goals (Gibbs, 1988). This involves establishing workable time management techniques that help stay relevant and balance issues of great importance, consistency in research and presentation practice through feedback, and developing a team spirit in group work. Also, I propose to work on the habit of mindful evaluation. I monitor my progress periodically, determine where I could improve, and set actionable personal and professional development goals similarly. The said initiatives are crucial components of my development plan. After the completion of these undertakings, I intend to achieve better results. Also, I want to become a productive member of collaborative projects.
Reference
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.https://cir.nii.ac.jp/crid/1571417125052979584
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