...ECE 214 WEEK 4 JOURNAL COURSE REFLECTION To purchase this visit here: http://www.activitymode.com/product/ece-214-week-4-journal-course-reflection/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 214 WEEK 4 JOURNAL COURSE REFLECTION Write an in-depth journal response reflecting on the content presented in the course, the knowledge you have gained, and your goals for future professional positions. In your reflection, be sure to address the following: 1. How has your knowledge of physical activity, physical fitness, nutrition, and safety for young children been affected during this class? Describe three new ideas/concepts you have learned so far that you feel have been the most valuable. 2. How do you see this class affecting you actions and decisions in your future role? 3. What additional areas related to health and wellness would you like to better understand? How will you further your learning of these topics? Carefully review the Grading Rubric for the criteria that will be used to evaluate your journal entries. Activity mode aims to provide quality study notes and tutorials to the students of ECE 214 WEEK 4 JOURNAL COURSE REFLECTION in order to ace their studies. ECE 214 WEEK 4 JOURNAL COURSE REFLECTION To purchase this visit here: http://www.activitymode.com/product/ece-214-week-4-journal-course-reflection/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 214 WEEK 4 JOURNAL COURSE REFLECTION Write an in-depth journal response reflecting on the content...
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...Study Skills for Postgraduate Learning | Planning & Reflecting at Postgraduate Level | [Student Name] [Student ID] [Submission Date] | Table of Contents Abstract 3 Task 1: Development of a Research Strategy 4 Task 2: Development of a Project Plan 7 Task 3: Reflective Piece 10 Effectiveness of My Research Strategy & Project Plan 10 Problems Faced and Learning: 10 Learned Time Management Skills and Reflection Skills: 11 New Learning during the Research Project: Reviewing a Case Study 11 Conclusion from the Case study 13 My Reflections on the Research Questions: 13 References 14 Abstract The point addressed in this research document is the Importance of Planning and Reflection Skills at Postgraduate Level and also an assumption that post graduate students acquire planning and critical reflection skills automatically during their post graduate studies. Planning, critical thinking and reflecting are the pillars of the postgraduate study, managerial work and continuing professional development (CPD). “It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalizations or concepts can be generated. And it is generalizations that allow new situations to be tackled effectively.” (Gibbs 1988) Reflection is a key element in any successful planning. You are...
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...Jackielyn B. De Mesa September 26, 2015 MSSW Dr. Lolita Pablo Journal Review Title of the Book: Human Resource Development Review (Jamie L. Callahan, Editor) Title of the Article: The Role of Self-Reflection, Emotional Management of Feedback and Self- Regulation Processes in Self-Directed Leadership Development Author: Paul L. Nesbit No. of Pages: 18 pages SUMMARY The self- directed leadership development is conceptualized within a framework of emphasizing a self understanding phase and self-change phase that are dependent on the integrated operation of three skills concerning one’s ability to manage emotional reactions to feedback, to carry out effectively the practice of self-reflection, and to enact self regulatory processes for development. It is suggested that the accomplished operation of these skills enable more refined and effective self development efforts allowing leaders to respond to changing work environments in a continuous and productive fashion. However, once learned and incorporated into ones behavioral repertoire, the operation of self development strategies would become self guiding. Given that self-development can be considered as metaskills- skills that allow for the development of other skills. It requires developing self awareness of competency strengths and deficits as a primary focus in leaders self development. This process requires self initiated obtainment of performance feedback and self-reflective analysis...
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...ON PRACTICE: using learning journals in higher and continuing education. Introduction. The article by A.M Langer (2000) explores the effectiveness of applying study journals in enhancing students understanding of technical courses. The author acknowledges existence of other scholarly documents evaluating the influence of journals in improving students understanding of applied courses such as mathematics and physics. He builds on the existing literature to establish a theoretical background of the study in the literature review. The literature review also identifies the knowledge gap that the study carried out by Langer seeks to fill. Langer argues that there is a significant lack of literature exploring the use of journals in enhancing the study of technical courses by nontraditional students (Langer 2000). He carries out a research to establish the effect of using scholar journals by nontraditional students undertaking computer technology classes in the University of Columbia. The scope of the study covers a population of ten students. According to the article, the sampling technique is unbiased as it has equity in gender and utilizes a random sampling method that entails selection of every tenth student in alphephetical order as per the last name. The selected group was required to submit journals to the group of researchers. The researchers sort to meet discrete objectives defined by the study. The objectives included evaluation of the journals submitted by the students...
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...Practice: using learning journals in higher and continuing education Teachers College Reflecting on Practice: using learning journals in higher and continuing education Langer (2002) central focus is plainly stated in the introduction, which is “how the use of journals impacted the learning process of adult non-traditional students and how this impact compared to that of traditional students”. The purpose of this article critique is to analyze the strengths and weaknesses of the Langer (2002) article. The body of the critique will develop the five major elements, which begin with the research question/problem to include the author’s purpose for writing the article. The next element is the conceptual framework, followed by the methodology, results/findings of the study, and lastly the discussion. Even though the research question is stated clearly in the third sentence, the use of the terms former and latter in the introduction was somewhat ambiguous because the two comparatives were used early in the paragraph. The article mentioned traditional students, but it was unclear if they too were adults. The reviewer eventually determined that the traditional students were adults because the article stated that the computer technology certification courses were designed for adult students interested in changing their careers. Langer (2002) gave a clear purpose of his study, which was to understand the immediate and extended effects of journals as learning tools for working...
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...1 Reflection Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn’t? Why? How do I feel about it? We don’t usually follow a formula for this, it just happens as feelings, thoughts and emotions about something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms of structured...
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...Guidelines for completing the Reflective Journal Templates Studies have shown that reflection upon one’s learning is key to a full learning experience. For this reason, you will be required to keep reflective journals as part of your professional development. There are two different Reflective Journal templates. • Workshop Reflection – to be completed after attendance of each one day of workshop • Technology Reflection – to be competed after using the technology in your work practises. Participants are required to integrate at least two new skills into their work practises after each one day of workshop attendance. How long will it take? As a rough guide, each journal entry should take approximately 20-30 minutes. You may take more or less time depending upon your time constraints and the amount of detailed information you wish to include. Feel free to add comments but the minimum requirements are included in the template. I suggest you check out the exemplars first for ideas on how to complete them. What should I write? Don’t worry about how you write. Spelling, punctuation, grammar etc are of no concern whatsoever to the program. We are trying to access experience and thoughts. Don’t worry if you discover your answers overlap or if you feel one question has already been answered in response to another. Try to write something, no matter how brief your response may be to each question. If you find that you have nothing to comment on in...
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...How to Guide for REFLECTION ------------------------------------------------------------- How to Guide for REFLECTION The National Service-Learning Cooperative ServeAmerica K-12 Clearinghouse Pennsylvania Institute for Environmental and Community Service Learning Northeast Regional Technical Assistance Center Compiled by Lorraine Parrillo Cooperative/Clearinghouse Coordinator Northeast Regional Technical Assistance Center December 5, 1994 Used with their permission INTRODUCTION This module includes a summary of materials currently used to support reflection in the service learning movement. Crucial information presented includes: 1. Introductory materials on Reflection by Diane Hedin and Dan Conrad 2. Reflective teaching techniques using eleven different forms of reflection rather than just using journals and asking how participants feel about service 3. Basic critical thinking skills that may be used in reflection sessions 4. Bibliography Reflection Reflective learning techniques are not the lone providence of service activities. All thinking and dialogue requires some form of reflection if learning is to take place. Individuals need time and reconsideration of events to put facts and ideas into sequence and eventually into a better understanding as to what happened during a specific event. Everyone in their life-time will be required to repeat this process endlessly. Nevertheless, schools do little...
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...Sometimes if a session goes wrong I would rather not dwell on it and re-examine why it went wrong as it hurts my pride. However, this would be the easy option and how many times in future situations could I close my eyes and pretend bad experiences hadn’t happened? So regardless of how painful the experience it is vital that we critically reflect on everything we do as teachers, after all we reflect automatically on events in our personal life that we do or don’t want to happen again yet we find it harder to do it in our professional lives. The idea of the need for reflection goes back to the time of Socrates who claimed that the unexamined life was not worth living. More recently however, the idea of reflection in learning was radical in the times of traditional educational institutions. John Dewey as early as the 1930’s wrote and advocated the need for reflection in learning. Dewey, the father of experiential learning was the first to put forward the idea that education was concerned with experience rather than abstract knowledge. Fawbert (2003) discusses Dewey’s work in contrasting routine action with reflective action. Routine day to day action was seen as relatively static and thus unresponsive to changing priorities and circumstances where as reflective action involves a willingness to engage...
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...1 Reflection Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn’t? Why? How do I feel about it? We don’t usually follow a formula for this, it just happens as feelings, thoughts and emotions about something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms...
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...LEARNING LOGS or A REFLECTIVE LEARNING JOURNAL One way of developing evidence of your skills and knowledge development is to engage in the process of producing a learning log or learning journal. A learning log is basically a record or journal of your own learning. It is not necessarily a formal ‘academic’ piece of work. It is a personal record of your own learning. As such it is a document which is unique to you and cannot be ‘right’ or ‘wrong’, although there are ‘better’ and ‘worse’ ways of producing one. A learning log helps you to record, structure, think about and reflect upon, plan, develop and evidence your own learning. In the context of 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...
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...(1976) on the advantages of using drama in language learning, from Mezirow (1990) and Schön (1991) on the importance of reflection for promoting meaningful learning, and from Donato and McCormick (1994) and Lukinsky (1990) on the e¤ectiveness of portfolios as a tool to promote reflection, the paper presents a case study of the use of drama in an oral skill class, describing the course structure and classroom procedures. It includes learners’ voices as taken from their portfolios, and evaluates results, presenting setbacks and possible solutions. Finally, it encourages the use of drama and portfolios for transformative and emancipatory learning. Introduction As teachers we are always looking for ways to improve our classes and motivate our students. Yet, teaching conditions may not be as ideal as we would like them to be. Sometimes we get too many students; often they have di¤erent proficiency levels; sometimes both problems arise in the same class. This was my situation: I had to teach a conversation class where the level of proficiency of the 37 students ranged from basic to advanced. Knowing that a traditional format would not work, the experiences of interactionists like Di Pietro (1987) and the actor/teacher Via (1976) helped me decide to bring drama and play production into my classroom. For students’ individual development, I drew from Mezirow (1990) and Schön (1991), who claim that reflection can change traditional learning into a transformative and emancipatory experience...
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...Profesional journals are peer-reviewed, checked for factuality, consistency, citing relevant work, and drawing appropriate conclusions supported by the data. The concept of profesional journal as a means of developing reflective practice has become a popular topic in classrooms, professional journals, conferences, and continuing education programs (Boud & Walker, 1998). Many other names for profesional journal appear in nursing literature, including log, journaling, narrative pedagogy, dialogue journals, reflective practice, and reflective writing. Whatever people says, reflective profesional journal requires writing, a great deal of it. However, journals are an integral part of the teaching/learning in many nursing programs as well as in allied health programs and education in general. The purpose of this essay is to review the literature related to profesional journal and reflective practice and how it can be beneficial in the teaching/learning process. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve performance or to encourage professional growth (Ruth-Sahd, 2003). Profesional journal is a method that is frequently used in nursing education as an active learning technique to enhance reflective practice. Why is reflective practice so important? The literature cites numerous reasons for utilizing profesional journal/reflective...
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...Reflection Paper Assignments Due Dates: March 20, April 3, May 1 Overview These reflection papers are the chance for you to review your recent journal entries (or the sum total, if that helps) and to synthesize some thread of thinking or learning that you find in there. You might build on a single entry or on something bridging multiple entries, but the point is to capture something that you are learning. We expect the paper to have some over-arching, coherent argument so that it is not simply a string of thoughts. A string of thoughts is fine for your journal entries, but here we do want some synthesis. You should not spend time summarizing your activities, unless that is essential for your argument. Grading Criteria The criteria we will use to evaluate the papers are listed below. Note that you do not have to address all of these criteria in one paper. We want you to address all of them over the course of the semester, but any single paper can focus on only one or two of these. Regardless of what you choose to write your reflection synthesis on, your paper must demonstrate clear, coherent argumentation. 1. Expression of Learning 2. Discussion and/or synthesis of course readings 3. Reflection on assumptions and cultural frames of reference 4. Connection to proposal process Word Count The reflection papers, except for the final one, should be at least 500 words, but not a lot longer than that. The final paper should be around...
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...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, and they all have variations, however the one consistency among all of the models is that the process of reflection has to begin with an experience. Whilst reflective practise can be applied to all aspect of life, Dewey’s definition of education as being inherently based on experience...
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