Reflective Learning: the Power of Self-Analysis and Personal Growth

A reflective essay is a unique form of essay writing where you examine an experience and reflect on your own self. Use strong evidence and explain the real or imaginary scene in an interesting manner. A reflective essay is a type of writing in which the essay writer describes an experience or event that they observe or examine. The word 'reflective' means that you look back to the past and analyze them from the present. The writer analyzes the event of the past from the present point of view.In a reflective essay, the writer must set the direction of thoughts. This essay is about the personal writer's opinions concerning certain subjects. A reflective essay requires that the essay writer investigate his experience and show how their experience helped him develop a good person. It is based on your own experience that what you have learned.

Reflection and the reflective approach is the learning modality discovered by Gibbs G in 1988, which consists of several stages forming a cycle: description, feelings, evaluation, action plan, conclusion and description. The six stages form the Gibbs reflective cycle. I have chosen to talk about the third stage evaluation. This stage refers to what was good and bad about the situation. For example if we are talking about a business in the field of car sales here we will analyze what are the good steps we can take to sell a car to a customer and the bad steps we as a company have to improve in order to win customers, to sell the cars and to make our customer happy with the car he bought. This step is extremely important in our learning cycle of running a business and reaching success. Much time is invested by markers in providing feedback to students that is personalised, aimed at providing them with information to feed forward into their next piece of work. Given the investment of time by tutors in the feedback process, we were necessarily concerned with how it is used by students and keen to explore and develop practice. This paper therefore draws on an action research project to explore students' perceptions of assessment feedback and the impact of an intervention to enhance its use. This paper presents an initial review of this work, highlighting the way that it has developed feedback processes and students' engagement in self-regulated learning.

Feedback contains information that comes from the customer about the product or services we offer to customers. Feedback is very important in developing a business because it comes from the customer. And based on this feedback we can analyse and improve our business. Based on the feedback we get from our customers we can improve our skills how we talk to the customer how we sell our product to the customer how we behave with the customer but also the aspects of our company related to cleanliness the people we have and the quality we sell our products! The use of feedforward in developmental assessment work operates on three levels: cognitive, affective and behavioural. Cognitively, students become aware of their strengths and weaknesses and try to use them to change themselves so that they can be successful. Emotionally, pupils do not feel ashamed when they do not know something, they do not feel humiliated, but rather motivated, self-confident and do not see checking homework as a way of showing that they are incompetent, but as a way of learning and improving. Behaviourally, pupils learn to react positively when someone gives them feedback, they learn to listen and value every suggestion they receive in order to develop personally. So, value what the pupil has done well and instil confidence that he can do better, remind him that he is the only limit. Assessment and feedback are two integrally linked processes in resuscitation education. The concept of 'feedback' implies a retrospective review of performance. This article also introduces the concept of 'feedforward' to reinforce the concept that learners need to be told how to improve in order to reach their desired goals. Open-mindedness, accountability and open-heartedness are fundamental teacher characteristics for ensuring reflective teaching and effective feedback in the teaching process. Of course, in addition to these personal characteristics, the university teacher must be familiar with the scientific approach to these educational approaches (research on the issues) and apply reflection in everyday educational practice, teaching and assessment. This will provide the foundations for reflective learning, student self-awareness and objective self-evaluation, which are conditions for effective and sustainable learning. Based on the above, the objectives of this workshop are to reflect on scientific approaches to feedback and reflective teaching and to identify concrete ways in which participants can use feedback and reflective teaching in university teaching.

I have met many teachers who confuse feedback with feedforward. Although both can be seen as processes by which a person is given feedback following an action, they have a different impact. The difference between these two processes lies in the way the response is formulated. Thus, in feedback the formulation of the response focuses on past actions, on what went wrong, as opposed to feedforward where the response focuses on how past actions can be improved to be successful in the future. Feedback is also perceived as criticism, as opposed to feedforward which is perceived as a way of personal improvement. Feedforward is a concept commonly used in management activities because of its effectiveness in increasing employee performance. But there is nothing to stop you, dear modern teacher, from using it in instructional activities and especially in the process of checking homework to encourage and motivate students. The use of feedforward and feedback in homework assessment activity satisfies the students' need to know where they are in the learning process, to know if what they have done is correct or not, if it is in line with the teacher's expectations and how they can improve their homework to meet these expectations.

Conclusion

In conclusion I want to tell you that reflective learning is extremely important because any person can learn how to understand a situation in life, either at work or at school anywhere, to understand how it is more effective for him to solve a problem based on feedback and feedforward. For me learning reflection and its stages helps me how to better understand my business and what are the possible ways to put it into practice to improve the business in the long run. This is also due to the feedback I receive from customers because without it I would not be able to know what people and customers think about my business.