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Theoretical and practical attempt to reflective learning methodology. This training methodology, which begins with a realistic model and is action based, has a constant movement between interpsychologycal and intrapsychological spaces and assistants. This movement creates significant learning and cycles of professional improvement.

Beginning with the practice and interaction, the basic processes, which are resulting from the training session based on reflective model planning, will be worked. It begins with practicing to reach the theory and then go back to a richer practice (P>T>P model).

Assistants will practice a short reflective cycle of professional improvement. During the process they will start with their experience and gestalt and will go through the three basic stages of the reflective cycle: analysis, contrast and description.

Active and realistic methodology based on socioconstructivism and gestalt's theories.

Workshop: Reflective learning for continuous training.
Field: Reflective Practices Former: Laura Farró Gràcia Summary: Theoretical and practical attempt to reflective learning methodology. This training methodology, which begins with a realistic model and is action based, has a constant movement between interpsychologycal and intrapsychological spaces and assistants. This movement creates significant learning and cycles of professional improvement. Workshop aims: To know and practice essentials processes of this reflective training methodology beginning planned activities for each one. To know the different stages of a reflective cycle. To use tools for assessment, reflection and action. To work with clean metaphors and questions. To introduce communication models based on collective interaction and building in a practical way. To learn the model by experience it. Contents: Beginning with the practice and interaction, the basic processes, which are resulting from the training session based on reflective model planning, will be worked. It begins with practicing to reach the theory and then go back to a richer practice (P>T>P model). Assistants will practice a short reflective cycle of professional improvement. During the process they will start with their experience and gestalt and will go through the three basic stages of the reflective cycle: analysis, contrast and description. Methodology: Active and realistic methodology based on socioconstructivism and gestalt's theories. Brief curriculum of the former: Bachelor degree in Hispanics Philology at University of Barcelona . Specialised on Language and Literature. Bachelor degree in Catalan Philology at University of Barcelona . Specialised on Language and Literature. Catalan Language and Literature Professor. Member of the Reflective Practise Group for the continuous training for teachers of Education Ministry of Generalitat de Catalunya. Responsible for Continuous Training for Teachers department of the Institute of Education Sciences of University of Barcelona (ICE UB). Coordinator of the GRIEF group (Innovative Reflective Practice and Training Research) of ICE of University of Barcelona. Co-author and author of the publications below: Eloina Díaz, Laura Farró , Francina Martí, Llegir per aprendre, Ed. Eumo Editorial Eloina Díaz, Laura Farró , Francina Martí, Llegir comprendre i aprendre, Ed. Eumo Editorial Eloina Díaz, Laura Farró , Francina Martí, Eines per estudiar, Ed. Eumo Editorial Laura Farró, Francina Martí, Comprensió lectora , Ed. Vicens Vives Laura Farró, Reyes Núñez , Francina Martí,¿ Hay Crisis? Hay movimiento ! Dentro de Aprendizaje Reflexivo . Ed. Cuadernos de Pedagogía 2008, n, 379, mayo. Laura Farró, La Pràctica Reflexiva una metodologia al servei de la construcció de coneixement i de la pers ona. XX Jornades de Visual i plàstica. Laura Farró, Montse Sirés , I Què, Helena ! Ed. Laertes. (Narrative essay about emotional intelligence and neurolinguistics planning).