ABSTRACT
As we suggested earlier in Chapter 3, it is helpful to break the reflective action planning model into its different constituents so as to consider the nature and role of each. A detailed explanation of the process, together with accompanying workshop guides and other materials has been set out in a previous publication (Frost, 1997) but, in the period since that guide was published, the model has been developed. Here, we give a summary of each part of the process and illustrate where appropriate with facsimiles based on the work of teachers who have used the model in the past.
