![]() ![]() I was certain it was going to work, and therefore I had little motivation to actually do the rewriting. When we realised we couldn’t hand in the assignment like it was, I got quite frustrated. What do you think about the situation now?Įxample of 'Feelings' Group work assignmentīefore we came together and realised we still had a lot of work to do, I was quite happy and thought we had been smart when we divided the work between us.What were you thinking during the situation?.What do you think other people feel about the situation now?.What do you think other people were feeling about the situation?.What were you feeling before and after the situation?.What were you feeling during the situation?.Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience. Therefore, two members of the group had to drop their plans that evening so the assignment would be finished in time for the deadline. We had given ourselves enough time before the deadline to individually write our own sections, however we did not plan a great deal of time to rewrite if something were to go wrong. We therefore had to rewrite most of the assignment to make it a coherent piece of work. However, when we sat down it was clear the sections weren’t written in the same writing style. We expected we could just piece the assignment together in the afternoon the day before the deadline, meaning that we didn’t have to schedule time to sit and write it together. Your feelings and conclusions will come later.Įxample of 'Description' Group work assignmentįor an assessed written group-work assignment, my group (3 others from my course) and I decided to divide the different sections between us so that we only had to research one element each. The main points to include here concern what happened. Here you have a chance to describe the situation in detail. You might have other prompts that work better for you. ![]() You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.įor each of the stages of the model a number of helpful questions are outlined below. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. This model is a good way to work through an experience. However, by thinking about each stage you are more likely to engage critically with your learning experience. If you find that only a few of the questions are helpful for you, focus on those. Test it out and see how it works for you.
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