When to reflect
What type of reflective activity would have helped Kirsten?
Click on the method(s) of reflection, based on the principles outlined by Schon, that you think would be most useful to develop Kirsten's practice.
Then select the other answers to understand why they are not appropriate in this case.
Reflection before action
Reflecting before action would have been useful, had Kirsten referred to models for role-play activities within her plan. This is something that needs a predetermined plan, objective and structure for it to work well. Kirsten would need to consider whether the activity was designed to promote both listening and speaking activities or just speaking, and whether her learners were ready for an activity that sought to practise fluency.
Reflection in action
Reflecting in action could be useful here in order to 'save the day'. However, if the initial model is wrong, then the learning outcomes for the session will not be realised. Kirsten could take a positive from this session, however, in that at least the learners enjoyed themselves and took part. This will mean that the next time Kirsten attempts a role play, it should be well received.
Reflection on action
Reflecting on action is going to be the most effective strategy. Kirsten should reflect on the session as a whole and see how it could be improved. Her successful in-action reflection about why the session wasn't working will need more analysis and review, so that the task can be more effective for learners in future.