...UNIT 13 http://www.colbournecollege.com/files/MAN_100_LESSON_1-7.pdf MAN 100 Personal and Professional Development WEEK 1- 7 LECTURE NOTES Learning Outcome: Understand how self-managed learning can enhance lifelong development Learning Objectives: WEEK ONE Self-managed learning: self-initiation of learning processes; clear goal setting, eg aims and requirements, personal orientation achievement goals, dates for achievement, self-reflection WEEK TWO Learning styles: personal preferences; activist; pragmatist; theorist; reflector, eg reflexive modernisation theory; Kolb‘s learning cycle WEEK THREE Approaches: learning through research; learning from others, eg mentoring/coaching, seminars, conferences, secondments, interviews, use of the internet, social networks, use of bulletin boards, news groups WEEK FOUR Effective learning: skills of personal assessment; planning, organisation and evaluation WEEK FIVE & WEEK SIX Lifelong learning: self-directed learning; continuing professional development; linking higher education with industry, further education, Recognition of Prior Learning, Apprenticeships, Credit Accumulation and Transfer Schemes WEEK SEVEN Assessment of learning: improved ability range with personal learning; evidence of improved levels of skill; feedback from others; learning achievements and disappointments Self-managed learning: Self-initiation of learning processes 2 What is Self Managed Learning? Self Managed Learning (SML) is about individuals...
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...Reflective thinking, in distinction from other operations to which we apply the name of thought, involves (1) a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and (2) an act of searching, hunting, inquiring to find material that will resolve the doubt, settle and dispose of the perplexity’. (Dewey, 1933 p.12) Part 1: With this in mind, consider critically and analytically the purpose and value of reflection and reflective practice, supporting your discussion with relevant reading. Chloe Carter-Miles 6th November 2012 Contents Main Body of Text Page 3 References Page 11 Bibliography Page 13 Appendices Page 16 List of Appendices Appendix 1 Kolb’s Cycle of Experiential Learning Appendix 2 Gibbs Model of Reflection (1988) Appendix 3 Moon’s Model of Reflection Appendix 4 Blooms Taxonomy; original and revised This essay will explore the purpose and value of reflective practice as a trainee teacher, and how it supports learning. Dewey (1916) defines education as ‘It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.’ The pertinent word to note in this quote is ‘experience’. Since Dewey highlighted the importance of reflective practice in the early part of the 20th Century, many other academics and practitioners have explored and written about it. Many different reflective models have been published...
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...Cognitive Style Cognitive style is used to describe the way individuals come to a decision to accomplish the work based on their thoughts draw from their observation. On a given class of situation, an individual will choose their preferred way of gathering, processing and evaluating information (Hayes & Allinson 1998). The style is a better predictor of “job behaviour than intelligence” (Sadler-Smith & Badger 1998, p. 248), as it is not measurable in term of aptitude of handling. Learning Style Learning styles are several ways or methods that help individuals to learn and gain knowledge. Unlike personal style, it is often expressed in the way individuals select one particular mode of learning over another, e.g. I simply don't like training but I greatly prefer coaching (Sadler-Smith 1996). There are several studies on how individuals can identify their best learning style. In Kolb's (1984) experiential learning model, there are four different styles of learning identified – “accommodative, divergent, assimilative and convergent” (Mullins 2007, p. 191). “Individuals may have a preference for one of the key stages and therein lies their learning style” (Mullins 2007, p. 190). Seen this way, managers' learning styles can be assessed based on their approach to acquire and apply knowledge through practice. In a recursive learning cycle, individual can spot and strengthen their “weaker preferences” by adapting...
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...Developing Criminological Skills 40205/01 “People learn in different ways” Different people have different style of learning, David a. Kolb explored into the development of different learning styles. Kolb created his famous learning style model “Experiential Learning Theory” (Kolb 1984) based on four elements: concrete experience, observation and reflection, abstract conceptualization and active experimentation. Concrete experience and abstract conceptualization are ways of how we think and transform experiences through the emotional responses. The concrete experience type emotionally converts the experiences through experiencing the feeling and concrete during the process. Whereas, abstract conceptualization type through planning, analyzing and thinking. Active experimentation and observation and reflection are methods of how we approach to the tasks and how we do. Active experimentation type, approach to tasks by actively doing the actual experiments. While observation and reflection approach to experiences by watching others throughout the tasks, and reflect on the situation. Based on the four elements, Kolb defined four distinct definitions of learning styles: diverging, assimilating, converging and accommodating (Kolb 1984). Diverging type has the elements of concrete experience and observation and reflection. Diverging type of people performs better in situations where creation of ideas needed, and collecting information. They look at things...
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... According to Kolb (2005) “ Experiential learning theory (ELT) draws on the work of prominent twentieth century scholars who gave experience a central role in their theories of human learning and development-notably John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers, and others-to develop a holistic model of the experiential learning process and a multi-linear model of adult development. The theory, described in detail in Experiential Learning: Experience as the Source of Learning and Development (Kolb 1984), is built on six propositions that are shared by these scholars.” 1. Learning is best conceived as a process, not in terms of outcomes. 2. All learning is relearning. Learning is best facilitated by a process that draws out the students' beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more refined ideas. 3. Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world, i.e. reflection and action - and feeling and thinking. 4. Learning is a holistic process of adaptation to the world, not just cognition but also feeling, perceiving, and behaving. 5. Learning results from synergetic transactions between the person and the environment. 6. Learning is the process of creating knowledge. (see constructivism) Using the learning cycle proposed by Kurt Lewin and the philosophy of John Dewey, David Kolb developed the experiential...
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...Based on the descriptions in the text, where do you see yourself on the Kolb Inventory? Why? A learning model that is more complex than the VARK Inventory is the widely used and referenced Kolb Inventory of Learning Styles. While the VARK Inventory investigates how learners prefer to use their senses in learning, the Kolb Inventory focuses on abilities we need to develop in order to learn. This inventory, developed in the 1980s by David Kolb, is based on a four-stage cycle of learning (see Figure 4.1). According to Kolb, effective learners need four kinds of abilities: Concrete experience abilities, which allow them to be receptive to others and open to other people’s feelings and specific experiences. An example of this type of ability is learning from and empathizing with others. Reflective observation abilities, which help learners to reflect on their experiences from many perspectives. An example of this type of ability is remaining impartial while considering a situation from a number of different points of view. Abstract conceptualization abilities, which help learners to integrate observations into logically sound theories. An example of this type of ability is analyzing ideas intellectually and systematically. Active experimentation abilities, which enable learners to make decisions, solve problems, and test what they have learned in new situations. An example of this type of ability is being ready to move quickly from thinking to action...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of...
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...Student name: Student number: M00482838 Module number: IFP 0100 Summative assignment 1 What Kind of Learner am I? The way in which we differ from the person next to us, such as our taste in food and clothes, defines who we really are. It is what distinguishes us as individuals in a group of people. The method that I use to carry out a certain activity could be similar or completely different to the way another person chooses to carry out the same activity. The way we learn follows this pattern. Having been brought up and educated in Libya, I found the transition to the British higher education system challenging for different reasons both personal and institutional, which I will discuss in this essay, stating why I consider myself an Accommodator with reference to David Kolb’s experiential learning model theory as explained by Payne and Whitaker (2000). In the middle of my second year of medical studies, circumstances obliged me to return to the U.K., where I had spent the first year of my life, to continue my studies in a different field, business, starting with an IFP course to develop, and improve my abilities in the English language and to get used to the British higher education system, which is different from the Libyan system as it puts greater responsibility on the student, to reach the required level of knowledge through developing his or her research and analytical skills, rather than a teacher-centric approach where...
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...Models of reflection Gibbs Model of Reflection Stage 1: Description of the event Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result. Stage 2: Feelings and Thoughts (Self-awareness) At this stage, try to recall and explore those things that were going on inside your head. Include: • How you were feeling when the event started? • What you were thinking about at the time? • How did it make you feel? • How did other people make you feel? • How did you feel about the outcome of the event? • What do you think about it now? Stage 3: Evaluation Try to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or what did or didn’t go so well Stage 4: Analysis Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include: • What went well? • What did you do well? • What did others do well? • What went wrong or did not turn out how it should have done? • In what way did you or others contribute to this? Stage 5: Conclusion (Synthesis) This differs from the evaluation stage in that now...
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...Experimentation. The first learning style is the diverging that is a combination of concerts experimentation and reflective observation. On individual, that is really dominant with the divergence and has a strong concrete experimentation and reflective observation skills. This type of person is innovative and imaginative and is going to love to work in groups. They are people-oriented, feeling-oriented and group-oriented. They do care about the diversity of culture around the group. These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. They prefer to work in groups, to listen with an open mind and to receive personal feedback. The second one is seemed as the assimilating. This type of person is a combination of...
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...Middlesex university What type of learner am I? Some people say that to learn is to practice, others may argue that learning is visual, and that our brains’ photographic memory is what really makes learning more memorable. In some occasions you can get a better grasp of what you want to learn by hearing it a number of times. David Kolb examined these theories and developed what he called the learning cycle. In this essay I am going to introduce David Kolb's learning cycle theory and then identify the four learner types that he mentioned. Furthermore I will explain how I think all of Kolb’s learning types apply to me by giving examples of my past learning experiences. In 1984 David Kolb published his learning cycle’s model which contains information about the theory he came up with (the experiential learning theory) (http://www.businessballs.com/kolblearningstyles.htm), and also lists the stages of what he called the learning cycle. In his learning theory Kolb lays down four diverse learning styles, which are constructed on a four –stage learning cycle. With the formation of that cycle the four learner types are; 1- Diverging: People with a Diverging learning style have broad cultural interests and like to gather information. They are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. (http://www.businessballs.com/kolblearningstyles...
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...1. In your answer, identify the main lines of argument and differences in points of view between the commentators and the author. Justify your own point of view regarding the importance of reflection to individual and organisational performance. In his article, “I Don't Have Time to Think!, Versus the Art of Reflective Practice”, Joseph Raelin defined the importance of reflective practice, laid down organizational strategies that encourage reflection, and called for developing the skills of reflection. Two commentators, namely Phillip DiChiara and Philip McArthur, presented contra-arguments as to the standpoint of the author on reflective practices. DiChiara's main argument evolves around the creation of a “safe space” to make reflection viable, whereas McArthur reckons the key barrier to reflection-in-action is not necessarily time but skill. Besides, he disagrees with the author on how to apply certain skills of reflection at the individual or collective levels. Philip DiChiara opines that the concept of reflective practise is essentially unknown to many practitioners. His main argument is that reflective practice can never flourish if the organization or managers do not set the stage and create an environment for reflection. He argues that managers have to facilitate the correct balance between “getting down to business” and nurturing a conducive environment for refection in order to engage their peers. In his belief, this is essentially due to the differences from group...
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..."There is ample evidence that high quality early education and childcare services can improve children's development, learning and behaviour. We also know that a well qualified professional workforce is by far the most important factor in delivering the best quality of services that give children the best possible start in life" Scottish executive (2006, p1) The national review of the early years and childcare workforce has brought about positive change within the early years sector. Focus was given to develop leadership within the profession. The Scottish executive collaborated with the Scottish social services council to amend the registration requirements for lead practitioners and managers from 2011. This was to ensure a new degree level qualification was attained by staff working in a lead practitioner/management position. "Research has indicated that the best outcomes and experiences for children come from the best qualified and best led services" Scottish government (2007, p12) It was hoped that by creating a genuine career structure for the workforce that this would allow practitioners to develop their professional skills and knowledge needed to progress in their career. Thus increasing qualification and pay within the sector. "These actions will improve the status and recognition of the workforce and support improved recruitment, retention and progression within the sector" Scottish executive (2006, p4) When practitioners work collaboratively with outside agencies...
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...analyzes primary sources. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include: • PUBLICATIONS: Textbooks, magazine articles, internet articles, histories, criticisms, commentaries and encyclopaedias (Wilde, R. 2008). LITERATURE OVERVIEW ON LEARNING: The David A. Kolb styles model is based on the Experiential Learning Theory (ELT), as explained in his book Experiential Learning: Experience as the source of learning and development (Kolb, D.A. 1984). The ELT model outlines four approaches: Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation (Kolb, D.A. 1981). According to Kolb’s model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual’s preferred approaches (Kolb, D.A. 1981). These learning styles are as follows: 1. Converger; 2. Diverger; 3. Assimilator; 4. Accommodator; (Smith, M. K. 2001). Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems (Smith...
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