different in important ways?" Conclusions (general) "What can be concluded, in a general sense, from these experiences and the analyses you have undertaken?" Conclusions (specific) "What can be concluded about your own specific, unique, personal situation or way of working?" Personal action plans "What are you going to do differently in this type of situation next time?" "What steps are you going to take on the basis of what you have learnt?" Gibbs' suggestions are often cited as "Gibbs' reflective cycle" or "Gibbs' model of reflection", and simplified into the following six distinct stages to assist in structuring reflection on learning experiences: Description Feelings Evaluation Analysis Conclusions Action plan Johns 1995 Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. It is designed to be carried out through the act of sharing with a colleague or mentor, which enables the experience to become learnt knowledge at a faster rate than reflection alone. Johns highlights the importance of experienced knowledge and the ability of a practitioner to access, understand and put into practice information that has been acquired through empirical means. Reflection occurs though "looking in" on one's thoughts and emotions and "looking out" at the situation experienced. Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Five patterns of knowing are incorporated into the guided reflection: the aesthetic, personal, ethical, empirical and reflexive aspects of the situation. Johns' model is comprehensive and allows for reflection that touches on many important elements. Brookfield 1998 Adult education scholar Stephen Brookfield proposed that critically reflective practitioners constantly research their assumptions by seeing practice through four complementary lenses: the lens of their autobiography as learners of reflective practice, the lens of other learners' eyes, the lens of colleagues' experiences, and the lens of theoretical, philosophical and research literature. Reviewing practice through these lenses makes us more aware of the power dynamics that infuse all practice settings. It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run. Brookfield argued that these four lenses will reflect back to us starkly different pictures of who we are and what we do. Lens 1: Our autobiography as a learner. Our autobiography is an important source