...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 highlights the intrinsic link between education (and by proxy, teaching) and reflective practice. Donald...
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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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...why all education systems require a field experience. Field experience has changed a lot of minds and influenced decision making. Through field experience, people have made significant career decisions courtesy of a critical incident or general knowledge. This essay explores a school experience marred by lack of administration and proper personnel and facilities to handle special needs cases. The experience is a teaching assistant who is in a school that doesn't have steady top-level leadership which is very critical in every institution. Further, it has admitted a student who needs particular attention since he has been diagnosed with Craniosynostosis and has significant complex needs yet it lacks the proper personnel with expertise on how to handle such a case. This situation forces the teaching assistant to step up and take it upon themselves to find ways in which they can help this student. Choosing education as a profession is considered more of a calling...
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...teachers know their values in education -- teaching and learning. Values in education are the corner-stone whereby the processes of teaching and learning are moulded together into sharing knowledge, skills and experience that help a society to form new ways of doing things as well as innovating and creating new things. In this statement, values in education are referred to as a representation of teacher’s beliefs that underpins gratification of their needs in education -- the intended outcomes of teaching and learning in the society. Sources of Values in Education There are many sources of values in education and this statement will briefly mention a few sources namely: governments, professional boards, religions and religious institutions/establishments, and ideologies. It is worth noting that values in education, and indeed in society at large, are subjective, dynamic, fluid and do change with time. In this respect, values in education not only reflect the societies’ values but also influence societies in forming new values in education. Thus, across the world, the purpose of education is to shape the populace so that it fits into the society and function as it is required (MacIntyre, 1987). In this context, one can observe that educational values not only reflect the values of each nation but also influence its policies and identity. In the UK, educational values are embedded in the Professional Standards for Teachers and Trainers in Education and Training (2014) -- divided...
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...ESE 315 WEEK 1 JOURNAL REFLECTION AND PREPARATION A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=ese-315-week-1-journal-reflection-and-preparation Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ESE 315 Week 1 Journal Reflection and Preparation, Reflection and Preparation Based on what I have read and understand about the education laws, I know that IDEA entitles every student to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). To ensure a FAPE, a team of professionals from the local educational agency meet with the student’s parents to identify the student’s unique educational needs. This helps the teacher to determine the best plan for each child and their special needs but if the educational laws do not support their grounds of carry out the law they have provided it will have impact on the teachers as well as myself because the accommodations and services they are to give do not be given will force the teachers to have to teach a curriculum based on normal students with the special students and with Reflection and Preparation Based on what I have read and understand about the education laws, I know that IDEA entitles every student to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). To ensure a FAPE, a team of professionals from the local educational agency meet with the student’s parents to identify the student’s unique...
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...AN INDEPENDENT VOICE FOR NURSING Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses nuf_237 256..268 Lisa A. Lawrence, PhD, RN Lisa A. Lawrence, PhD, RN, Instructional Faculty, Nursing Department, Pima Community College, Tucson, AZ Keywords Critical reflective practice, education level, moral distress, registered nurse, work engagement Correspondence Lisa A. Lawrence, PhD, RN, Nursing Department, Pima Community College, Tucson, AZ E-mail: llawrence@pima.edu AIM. The purpose of this study was to examine how nurses’ moral distress, education level, and critical reflective practice (CRP) related to their work engagement. The study is relevant to nursing, given registered nurse (RN) documented experiences of job-related distress and work dissatisfaction, and the nursing shortage crisis. A better understanding of factors that may enhance RN work engagement is needed. METHODS. A non-experimental, descriptive, correlational design was used to examine the relationships among four variables: moral distress, education level, CRP, and work engagement. The sample included 28 intensive care unit RNs from three separate ICUs in a 355-bed Southwest magnet-designated hospital. RESULTS. There was a positive direct relationship between CRP and work engagement, a negative direct relationship between moral distress and work engagement, and CRP and moral distress, together, explained 47% of the variance in work engagement. Additionally...
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...ESE 315 WEEK 4 REFLECTION A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=ese-315-week-4-reflection Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ESE 315 Week 4 Reflection, Course Reflection During this course my image of children with learning disabilities has empowered me to reach out to the community and any other outreach programs that can help children with learning disabilities. I have always considered all children to having a chance at education with or without a disability but I have learned through this course if children with learning disabilities had the equipment and proper accommodations they will have the same chance and great opportunity in education as anyone else. The new understandings I have considered in terms of knowledge about learning differences are everyone, especially children, learns differently regardless of a disability but if the child has a disability we as teachers and parents have to accommodate to their needs of learning. For example, a normal child may not comprehend the lesson unit by me elaborating on it speaking orally they may understand it better in an outline. A child with a disability may need the same but a little more, I may have to place their work on picture cards or let them listen to audio and most of all of the lesson unit written down to a similar pattern of my normal unit lesson plan. Course Reflection During this course my image of children with learning...
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...Home Examples and samples Personal development plan final reflection essay Personal Development Plan Final Reflection Essay In my previous personal development plan, I had made several initiatives through which I hoped to achieve certain goals both in academics and in social life. In the previous personal development plan, I had embarked more on the process that I believe would help me to think about my own learning, performance and achievements as well as to plan my personal, educational, social and career development. Since I made the plan within the PDP, there are certain changes that I have witnessed happening in my career, social and learning areas. For example, I have noted that for the last one semester, I have improved in a number of areas that I had pointed in my last PDP. In academics, I have achieved a lot, as my average grades have improved from the previous B+ to an A. This is primarily because I was able to develop clear SWOT analysis, in which I recognized my strengths, weaknesses, opportunities and threats not only in academics, but also in my social life, extra-curricular activities and any other activity I took. With this plan, I worked hard to perfect my strengths, correct the weaknesses and make them my strong points, utilize the opportunities placed within my abilities and finally recognize and avoid any negative effect that was posed by the threats in the SWOT analysis (Bolton 2010). From these considerations, I recognized that some...
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...al 2002). Reflection is a necessary process in order to comply with Post-registration education and practice (PREP), continuing professional development standard, as required by the NMC (2006). Reflection can therefore be regarded as a fundamental process for all professionals registered within the NMC. This essay specifically focuses upon reflection in relation to the student Specialist community public health nurse (SCPHN). Reflective practice in nursing can be guided by models of reflection. Using a model or framework can be beneficial in aiding practioners and students of nursing and health care to, reflect upon incidents, and critically analyse those incidents, therefore helping the practioner to learn and move on (Ashby 2006). This essay aims to explore the concept of reflection. It will discuss and critically analyse Gibbs (1998) theoretical model of reflection whilst also considering other models and their use in relation to the role of a student SCPHN working within a children and family community setting. Reflective practice is not a new concept. It originated in the 1930's from work carried out by American educationalist John Dewey. Dewey (1933) developed the idea of reflection as a way of learning in education. This idea has since been drawn upon in the works of many others; Schon (1983) similarly highlights the idea of reflection as a way of bridging the gap between theory to underpin professional practice. Other definitions include: “Reflection is a process...
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...This assignment will evaluate and explore the experience of mentoring a student in practice, critically analysing topics that will reflect on the role of the mentor, within the context of the nursing profession. The placement area concerned is a 14 bedded acute elderly assessment ward, which caters for both male and female patients. Several students have been placed on our ward over the years, it is the mentors responsibility to provide students with appropriate support, guidance and supervision within the clinical environment, Myall 2008. One of the key issues that need to be considered in preparation for an effective learning environment would be making sure the student is aware of the situations that could arise on the ward, discussing typical events that could happen on a daily basis. clinical experience can be a stressful part of the nursing program, working in a unfamiliar area, working with difficult patients and the fear of making mistakes. Hutchinson (2003) believes that a teacher should aim to provide an environment in which learners feel safe to experiment, voice their concerns, identify their lack of knowledge and stretch their limits. One of the major factors affecting learning is the environment in which it takes place. It is the responsibility of professional staff to create and develop an environment conductive to learning (Price, 2004). This implies that the environment should be continually monitored...
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...They can be cited as follows: 1. Self-learning methodology that is available in the nature of the development files depends on the maturity and motivation of the student. For this reason it may not be convenient for the all types of learning styles. 2. If the teachers do not direct the students enough about reflection and not support them, students cannot be sure about how to make reflections and this can cause shyness. 3. Development files consist of both process and product. If necessary time is not spent on the process of development files, the resulting product (outcome) will be poor. In this respect, development files are time consuming. 4. If the necessary software, hardware and devices are easily obtained to create electronic development files, it can be costly for a person to obtain them by himself/herself. 5. Creating electronic development files requires technological knowledge and skills. Some pupils might not have the technical know-how and consequently feel overchallenged. 6. Preparation process of electronic development files can sometimes be and annoying...
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...teaching section I am going to use Gibbs (1988) Reflective cycle. This model is a recognised framework for my reflection. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my teaching section continuously and learning from the experience for better practice in the future. The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again. (Source :Gibbs 1988) Gustaffsson and Fagerberg (2004) emphasizes on the advantages that could be gained from reflection mainly among registered nurses or RNs. They examine the questions on the implications of nurses’ reflections, the subject matter of their reflection and how they are able to deal with their reflection and how they improve their professional approach through reflection. The authors describe the experiences of the nurses and their reflection in relation to the nursing situations to understand how the nurses use reflection in their daily work. I am going to use the same approach to analyse my teaching section and improve where I have lacked to achieve required standards. Baird and Winter (2005) gave some rationale why reflection is required in the practice. They state that a reflect is to generate the practice knowledge, assist an ability...
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...the students’ experiences in developing and utilizing appropriate technology to facilitate learning. It shall also provide exposure and hands-on opportunities in the use of Information and Communications Technology (ICT). Field Study 3 can be anchored on the following Professional education subject: * Educational Technology 1 * Educational Technology 2 GENERAL OBJECTIVES 1. Select the teaching materials that best suit the needs of the learners 2. Apply the principles of developing instructional materials 3. Develop and utilize instructional materials appropriate to a chosen subject area Acknowledgement I just want to express my heartfelt gratitude to those who were so generous with their time and expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance leads me to select the most desirable way to success. To my parents who provided me their financial support, love, moral values and advices. To Prof. Dominic Dizon,MAEd as my mentor for my Field Study 3. I really appreciate your utmost effort in facilitating and checking my errors. Thank you for molding us to be competent and knowledgeable about Technology in the Learning Environment. I am so grateful to have you as my mentor and I feel so blessed. To Ms. Shienna Mae Eramis for your cooperation and to your students who also gave their cooperation. I wish I could express my appreciation to them for their warm hospitality...
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...Steven Pou Professor Malloy American Civilization 2 Term Paper 4/21/15 The Disuniting of America: Reflections on a Multicultural Society Arthur M. Schlesinger, whose original name is Arthur Bancroft Schlesinger was born on October 17th in Columbus, Ohio, and died February 28th, 2007, in New York. He had graduated from Harvard University in 1938, and in 1940, Schlesinger was appointed a three fellowship at Harvard. This is derived from the society of fellows at Harvard University which gave Schlesinger the opportunity in the early stages of his scholarly career to pursue studies in any department, free from any formal requirement. This opportunity was only given to individuals who display exceptional ability, originality, resourcefulness, and academic achievement of the highest caliber. Unfortunately for Arthur, this opportunity was interrupted once the United States had made its entry into World War 2. When he failed his physical military examination he was appointed to the Office of War Information department, in which he served as an intelligence analyst from 1943 to 1945. In 1952 and 1956 he became a presidential speech writer to democratic presidential nominee Adlai Stevenson the second. He had also served as an assistant and Court historian to President Kennedy from 1961 to 1963. He had also supported the presidential campaign for Kennedy which had ended when he was assassinated in Los Angeles. Arthur eventually returned to his teaching career in 1996 as a professor...
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...Critical Reflections on Teaching What is reflective teaching? Reflection defined | |[pic]|recognising |[pi| | | | |+ |c] | | |Reflection means | |examining | |the way we teach. | | | |+ | | | | | |ruminating over | | | This involves more than just describing what we do or what we have done. As individuals, each with our own background and experience, we bring certain beliefs, assumptions, knowledge, attitudes and values to teaching. Our teaching takes place in a social setting that has its own unique characteristics, opportunities and constraints. Reflective teaching means exploring the implications of all these complex factors with the intention of understanding and improving our practice. A good place to start is by considering our own pasts, as learners and teachers and reflecting on the beliefs, knowledge and values that we have developed from our experiences. Levels of reflection In a sense, we reflect constantly as we teach, responding to ongoing situations in the classroom as they arise. This is sometimes called reflection-in-action. Reflection-in-action usually happens very fast, perhaps even intuitively...
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