...this module your learning needs to meet certain requirements if you are to achieve the assessment evidence criteria for your chosen skill area. What is a learning log? A learning log or journal is something that you use write down things which you may use as evidence of your own learning and skills development. It is not just a record of ‘What you have done’ but a record of what you have learnt, tried and critically reflected upon. For example in your learning log you could include details of what you did or how you did something and your reflections on this. Becoming a good self-critical reflector is not easy to do. You will probably not become a critical self reflector overnight, and it is a skill that some people seem to be able to do easily, whereas others, particularly people used to a more didactic or directive teaching style, find quite difficult. It often requires time to become comfortable with self reflection. Sometimes it feels uncomfortable reflecting upon your experience(s) and abilities and you may feel that you don’t know whether you are doing it properly. Don’t worry, just practice, or as Nike say ‘just do it’. With practice it becomes easier and you will be more comfortable with the...
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...In nursing courses students learn through lecture and discussion, which is the primary method for teaching theoretical principles, but when you add a more complete understanding of the relationship between theory and practice one may become a more competent nurse. Awareness of issues and analysis of knowledge and feelings are some stages that are involved in reflection but then identification and integration of new learning is needed as well. By consciously engaging in their own and others reflection it is believed that the level of professional interaction will improve. Motivation, one issue bound to crop up in ones work life, as well as leadership and of course managing conflict these are some issues when speaking of personal development. The ability to reflect upon us is a valuable part of human life, insisted Taylor (2000). Reflection and reflective practice are claimed to enhance professional development, link theory and practice, promote critical thinking, lead to self-awareness and understanding, empower practitioners and promote personal, social and political emancipation. According to Schon (1983), reflection in action is a more dynamic process of thinking about and coming to a core understanding of current professional practice at the time. “To be able to reflect one must step outside the experience in order to make the...
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...The life map: self-location and personal linkages assignment planted the seed for a personal journey. This assignment began the critical self-reflection on who I am and where I stand in society. More importantly, this laid the foundation for who I am as a social worker. This helped me reflect on my personal beliefs, opinions and "isms", allowing me to identify how these hinder or help my practice. However, presently what I believe to be the most valuable learning is my reflection on my social location. As outlined within my life map assignment, my maternal ancestors were of the Qalipu Mi'kmaq First Nations. Unfortunately, due to colonization my ancestors diligently worked towards hiding our heritage and as a result, our culture was lost. Although curious to learn about and for cultural connection...
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...Learning through reflection 2 Reflection is an active process whereby the professional can gain an understanding of how historical, social, cultural and personal experiences have contributed to professional knowledge and practice (Wilkinson, 1996). Duffy (2007) believes that reflective practice is an active deliberate process of critically examining practice where an individual is challenged and enabled to undertake the process of self-enquiry to empower the practitioner to realize desirable and effective practice within a reflexive spiral of personal transformation. Learning is derived from experience but it doesn’t just happen. For it to take place you not only need to engage in reflection you must also record it. By thinking about what you are doing and why you are doing it is what turns your experiences into meaningful learning. If you are to become a reflective practitioner you have to use that learning to increase your professional knowledge and skills to the benefit of not only yourself but also to your patients / clients. Why Reflect Reflection is really a process that begins with looking back on a situation, pondering over it, learning from it and then using the new knowledge to help you in future similar situations. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences. However, the conscious, deliberate and ordered process of using reflection as a learning tool...
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... In nursing courses students learn through lecture and discussion, which is the primary method for teaching theoretical principles, but when you add a more complete understanding of the relationship between theory and practice one may become a more competent nurse. Awareness of issues and analysis of knowledge and feelings are some stages that are involved in reflection but then identification and integration of new learning is needed as well. By consciously engaging in their own and others reflection it is believed that the level of professional interaction will improve. Motivation, one issue bound to crop up in ones work life, as well as leadership and of course managing conflict these are some issues when speaking of personal development. The ability to reflect upon us is a valuable part of human life, insisted Taylor (2000). Reflection and reflective practice are claimed to enhance professional development, link theory and practice, promote critical thinking, lead to self-awareness and understanding, empower practitioners and promote personal, social and political emancipation. According to Schon (1983), reflection in action is a more dynamic process of thinking about and coming to a core understanding of current professional practice at the time. “To be able to reflect one must step outside the experience in order to make the...
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...ability to use some of them. These skills include self-consciousness and listening. Also, I was able to improve upon some of the skills I realized I already had such as empathy and authenticity. Although I have completed the course, there are still skills that I can learn and develop more including strengthening relationships, diversity and privilege, and appropriately giving advice. There are also various goals that I have for the future to improve my communication....
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...soul foundation of a sound education” The title of this essay could suggest that by applying the correct methods, habits and practices to the learning experience (study skills) and by developing these through practice and reflection that this in itself provides the exclusive means of progress in learning. Wikipedia (2013) suggests “Any skill which boosts a person’s ability to study and pass exams can be termed a study skill.” We may define a skill as the ability to perform a learned activity and then develop this through practice and reflection. However, the temptation may be too narrowly define the acquisition of a particular skill say, being able to achieve a good mark in an essay, as an end in itself. Consequently, it may be better to perceive study skills as part of a wider process of learning which contains other aspects for consideration so the student may be able to achieve a greater perspective and understanding. Burns et al (2000) suggests that the student needs to combine and integrate different elements in order to learn. This may for instance involve developing a positive attitude for self-motivation which has been built upon a reflective sense of self-awareness which measures personal potential, both strengths and weaknesses, or a self-belief which encourages the desire to succeed. Potter (2011) suggests that a grasp of key study skills gives a student greater confidence, insight and efficiency which would also be another added element. No one begins study...
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...Epistemological Reflection in the First Year Experience Course Program Charge The Student Development Division staff subcommittee of ABC Community College has been tasked to present to the Dean of Student Affairs a theory based program to foster student development. The subcommittee proposes a revision to the first year experience course curriculum which will integrate outcomes based on Baxter Magolda’s Model of Epistemological Reflection. Proposed Program Goal and Context Overall, this program is designed to “validate students as knowers, situate learning in the students’ experiences, encourage the processes of jointly constructed knowledge, and facilitate learning relationships that empower students” (Bock, 1999, p. 39). More specifically, the First Year Experience Curriculum Revision will challenge first-year community college students’ assumptions about the nature, limits, and certainty of knowledge (Evans et al., 2010, p. 125). Target Demographic The traditional and nontraditional community college students enrolled in a first year experience course are the target demographic for this program. While the average age of the community college student is twenty nine years old, the students enrolled in the first year experience course will range from new high school graduates to working adults. Program Description The proposed student development initiative will be carried out through curriculum revision of a First Year Experience Course. This course will...
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...objectives. Since the main focus of the study is on the importance of guided reflection and reflective training to promote student teachers’ critical reflective thinking, it therefore, seeks to address the underlying premise of reflective practice, the defining terms as well as the related studies so far in the area of interest. 2.1 A Perspective of Effective Teaching The concept of effective teaching underpins the goal of this research study. According to Arends (1994, p. 9), effective teaching is defined by four sets of attributes namely knowledge-base, repertoire, reflection and life-long learning. These four attributes of an effective teacher are illustrated as follows: * Effective teachers have control of knowledge bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach as a lifelong process and have dispositions and skills for working toward improving their own teaching as well as improving schools. (Arends , 1998, p. 9) Repertoire Reflection Lifelong learning Knowledge base ...
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...or anxiety and replace it with love, power and will. As I reflect on where I’ve been and my heritage, I pledge to look at their views, in correspondence to evidence-bases research, theories, and practicums. A dream that will allow me to console someone, provide professional support and treatment to a person who has sustained their discrepancy of their self-awareness, self-worth or identity. With the encouragement of prosperity, I promise to promote positivity and strengthen overpower a challenge. My word of honor, Is to treat others how I want to be treated and live a life that is substantial to others. With this, my goal is to...
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...Assessment of Student learning 1 Submitted by: Joana Mae L. Gammad BSEd-Bio.Scie 3A Submitted to: Carmelito D. Pang, Ed.D. PROFESSOR VI 1. PERFORMANCE-BASED ASSESSMENT. In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations. Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. Performance assessment uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product (Rudner & Boston, 1994; Wiggins, 1989) Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem. Performance assessment typically is evaluated using rubrics. 2. ACHIEVABLE- If it is achievable, it can be done. When setting goals for yourself it is critical that you honestly assess whether or not they are achievable, otherwise you are doomed to failure. If you achieve something, it must have been achievable. Things that are considered achievements usually require some dedication, skill, perseverance or intelligence. Things that may or may not be achievable, or possible, include...
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...Assessment of Student learning 1 Submitted by: Joana Mae L. Gammad BSEd-Bio.Scie 3A Submitted to: Carmelito D. Pang, Ed.D. PROFESSOR VI 1. PERFORMANCE-BASED ASSESSMENT. In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations. Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. Performance assessment uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product (Rudner & Boston, 1994; Wiggins, 1989) Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem. Performance assessment typically is evaluated using rubrics. 2. ACHIEVABLE- If it is achievable, it can be done. When setting goals for yourself it is critical that you honestly assess whether or not they are achievable, otherwise you are doomed to failure. If you achieve something, it must have been achievable. Things that are considered achievements usually require some dedication, skill, perseverance or intelligence. Things that may or may not be achievable, or possible, include...
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...professional practitioners. The model uses critical reflection as a cognitive bridge between journalism theory and professional practice. Through it, students develop self-reliance, confidence, problem solving, and adaptability, while simultaneously gaining knowledge and developing a sense of efficacy in their ability to negotiate inherent dilemmas in practice. When pedagogical strategies “block the exits” to escape from the implications and effects of their practice, students are held to high benchmarks of critical and reflective thinking. The “lived” experience provided by a problem-based pedagogy also develops confidence and a sense of efficacy in students. Moreover, this approach integrates thinking and doing in a way that binds practices with the social and ethical effects produced. Introduction Journalists often describe their thinking as so intrinsic as to defy explanation. They say they “know a good story when they see one” and “know what to do without thinking" because their thinking processes, once internalised, are used almost without consciousness. But as Adam (1993:11,13) found, journalism always involves the conferring of judgement on the shape of things. So it is important that journalists can recognise the influences on their thinking in a context “where every decision is a professional decision, a commercial decision and an ethical decision” (Sheridan Burns 1995:5). This model uses critical reflection as a cognitive bridge between journalism theory and...
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...The . The world of the manager is complicated and confusing. Making sense of it requires not a knack for simplification but the ability to synthesize insights from different mind-sets into a comprehensible whole. Five Minds of a byjonathan Gosling and onathan Gosling and Henry Mintzberg Manage ^ ^ -^ T HE CHIEF EXECUTIVE of a major Canadian com- pany complained recently that he can't get his engineers to think like managers. It's a common complaint, but behind it lies an uncommonly important question: What does it mean to think like a manager? Sadly, little attention has been paid to that question in recent years. Most of us have become so enamored of "leadership" that "management" has been pushed into the background. Nobody aspires to being a good manager anymore; everybody wants to be a great leader. But the separation of management from leadership is dangerous. Just as management without leadership encourages an uninspired style, which deadens activities, leadership without management encourages a disconnected style, which promotes hubris. And we all know the destructive HARVARD BUSINESS REVIEW 54 power of hubris in organizations. So let's get back to plain old management. The problem, of course, is that plain old management is complicated and confusing. Be global, managers are told, and be local. Collaborate, and compete. Change, perpetually, and maintain order. Make the numbers while nurturing your people. How is anyone supposed to reconcile all...
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...For nurses, who routinely face stress inherent to their roles as care providers, mindfulness training seemingly offers an ideal, adaptive solution. Mindfulness positively improves mood and promotes self-care, serving the nurse’s obligation to maintain their own well-being and personal health (American Nurses Association [ANA], 2015; Zeller & Levin, 2013). Attending mindfulness sessions also reportedly improves nurses’ performance, enhances situational alertness, and reduces employee injuries (Zeller & Levin, 2013). While these interventions do not provide the answer to external workplace stressors, such as demands placed on nurses to deliver higher standards of care despite reduced financial reimbursement (Zeller & Levin, 2013), mindfulness can alter an individual’s response to stress. For mindfulness to be effective as an intervention mechanism, it should be recognized for its benefits and limitations, embraced in practice, and used alongside other health-promotion behaviors....
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