...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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...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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...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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...M8-U3: Notes #2 – Reflections Class: _______________________ A reflection is a transformation which ____________ the figure over a ________________________. This line is called the . Example 1: ΔABC is being reflected over the x-axis. Draw and label the image ΔA’B’C’. We can use an arrow to describe this reflection. ΔABC ΔA’B’C’ What are the coordinates of: A ________ A’ _________ B ________ B’ _________ C ________ C’__________ Write a general rule for an x-axis reflection: (x, y) ( ________ , _______ ). Tell me more about this figure, is it congruent or similar? Explain how you know. Example 2: ΔABC is reflected over the y-axis. Draw the image ΔA’B’C’. What are the coordinates of: A ________ A’ _________ B ________ B’ _________ C ________ C’ __________ Write a general rule for a y-axis reflection: (x, y) ( ________ , _______ ). Example 3: a) Draw ΔJKL which has coordinates J (0,2), K (3,4), and L (5,1). b) Draw the image ΔJ’K’L’ after a reflection of ΔJKL over the x-axis. c) List the coordinates of J’K’L’. J (0, 2) J’ _________ K (3, 4) K’ _________ L (5, 1) L’__________ d) Draw the image ΔJ’’K’’L’’ after a reflection of ΔJ’K’L’ over the y-axis. e) List the coordinates of J’’K’’L’’. J’_________ J’’ _________ K’_________ K’’ _________ L’_________ L’’__________ f) Describe a different combination of two reflections that would move...
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...citation and website validity, and avoids plagiarism. At the intermediate level, student writing integrates credible academic research. √ Technology & Multimodality. Students function in electronic writing spaces, and use technology to compose, revise, and present their writing. At the intermediate level, students analyze and/or produce visual, audio, and online texts, while must be 400-500 words long. This section of the “letter” will be 4 paragraphs. |Excellent (4) |Satisfactory (3) |Unsatisfactory (1) | |Examination of critical reading and writing |Although the reflection does reveal that |The reflection does not show that the student has| |The reflection shows thoughtful examination of |the student has thought about his/her own |thought critically about his/her own reading and | |the student’s critical reading and writing. |critical reading and writing, the |writing throughout the...
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...Table of contents Chapter: one 1.1.Introduction 1.2. Background of the study 1.3. Objective of the study 1.4. Methodology Chapter: two – Concepts and description of relative terms 2.1. Basic acoustic considerations for auditorium design 2.2. How to Calculate of reverberation time 2.3. Background of evolution of auditorium over the last century Chapter: three –BIAM Auditorium 3.1. Description of BIAM Auditorium Chapter: one: 1.1.Introduction: The study has been taken as part of the masters in architecture course titled “Sonic environment and built-form, course no. arch 6102 and the objective of was to study an auditorium for its acoustics solution. There are several auditoriums in the Dhaka city. The BIAM auditorium has been taken for the case study of an auditorium because of its great usage for performances. 1.2. Background of the study: The acoustics in an auditorium must facilitate a wide range of activities during performances, from percussion and different music from the stage, choirs, delivering speech and singing. These real-time shifts in acoustic demands should be well-served by variable acoustic systems to the reverb time of the space. To identify the acoustical conditions of the auditoriums in the Dhaka city and have several acoustical solutions of them the study is planned. 1.3. Objective of the study: The purpose of the paper is to study the contextual acoustic condition of the particular auditorium and find out the acoustic solutions for it. And...
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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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...Chapter 1 Expanding the Gates of Perception Christopher Johns Aldous Huxley (1959) reflected on his experience of taking mescalin and its impact in enabling him to access the greater ‘mind at large’ and in doing so to circumvent the brain and nervous system as some sort of reducing valve. In other words, taking mescalin blew fuses and opened Huxley’s mind to perceive things in new and different ways. Hence the title of his book, The Doors of Perception. As we go about our everyday business we take the world largely for granted and respond habitually. Meaning is projected into events that enable us to take things in our stride, and in doing so, reinforce our sense of self. Thus the multiple doors of possibility are not always visible: instead, existing knowledge and experience are defended as if the ego itself is threatened. The more we know, the more threatened we become when that knowing is challenged. A certain degree of anxiety and fear is useful for learning (see Joyce 1984; Casement 1985; Freshwater 2000). However, too much fear and anxiety is not conducive to learning. Perhaps we all need mescalin in the morning to heighten our perceptions, to lower our defences and open ourselves to possibility. From a Buddhist perspective we are caught in a world of samsara, depicted by the cock, the snake and the pig – craving, aversion and delusion respectively – who chase one another around and around, locked into a world of greed, hate and ignorance. It is a restless world of...
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...instances of its use our intelligence is not defective…(Prichard, 1950. p. 94) Prichard also characterized the point in terms of knowing by reflection: …if there is to be such a thing as knowing that we know something, that knowing can be attained only directly, we in knowing the thing knowing directly, either at the same time or on reflection, that we are knowing it. (Ibid.) Knowing by reflection is knowledge one achieves merely by thinking about the matter at hand. Further, even if one reflects a good deal, Prichard holds that the knowing thereby achieved is direct knowing, presumably because one need make no inferences from one belief to another in the activity of reflecting. Prichard is here endorsing the KK-thesis, i.e., the thesis that knowing implies knowing that one knows. Philosophers who endorse what we can call knowledge internalism accept something akin to what Prichard endorses, though their main focus is slightly different. That is, knowledge internalism concerns not knowing that one knows, as in Prichard, but rather knowing or being aware of that on the basis of which one knows. For example, imagine that you know that a flock of Canada geese has landed in a neighborhood park in your city; and suppose that you came by this piece of knowledge on the basis of and as a result of some testimony from another person who has just returned from that park. Then knowledge internalism would be the view that in knowing that the geese are in the park, one also knows or is...
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...The aim of this assignment is to discuss and reflect on the importance of maintaining dignity in a healthcare setting when caring for patients and their needs. Dignity, respect and privacy are amongst the most important factors whilst caring for an individual, providing them with certain choices will give them freedom and maintain self-worth (Dignity in care, 2015). Reflection is an important part of nursing, there are many reasons why nurses reflect on their work whether it is practice or theory based. Reflection enables an individual to develop skills, increase knowledge and allows them to deal with emotional or physical challenges which may arise. By developing these skills and a strong reflective practice whilst in education it will allow...
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..._____________________________________________________________ _____________________________________________________________ Email: _____________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below; This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ ...
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...experience is one of the best modes of learning. This is because one gets to learn from their own mistakes and they can understand how to do things right. Experiential learning has produced the best experts in the world. This is 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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...subjective reflection was more crucial to the individual life than objective reflection, because subjective reflection focuses on passion and human existence rather than logic and impersonal truth. The objective world is the world of facts and truth, independent of the perceptions of humans. Objective reflection focuses on what actually is, in the real world. Objective reflection centers on the things and ideas in the world that give meaning to life. The subjective world is the world of human thoughts, feelings, and perceptions. It focuses on the relationship between people and their thoughts, feelings and perceptions, in respect to their lives. It centers on how meaning in life is viewed subjectively, or how humans find meaning in their lives. To Kierkegaard, subjective reflection is the relationship to what a person values in life. One major difference I noticed in the reading, between the objective and subjective realms, is in regards to 'being' versus 'becoming'. Kierkegaard stated, “the objective world is as it is: being”. The subjective world is always 'becoming' something else through internal conflicts and struggle. However, the latter difference then creates a chain, as another difference arises between the two realms. The objective world is based in reason, while the subjective world is based in passion. Kierkegaard believed that subjective reflection is the key understanding meaning in life. In a sense, he complains about the objective reflection, stating...
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...Level of reflection | 7 | 6 | 5 | 4 | 3 | 2 1 | Reporting, responding and relating | Insightful description and explanation of what happened.Insightful response to event through observations and examples.Insightful exploration of the event from the perspective of self and others. | Highly relevant description and explanation of what happened.Highly relevant response to event through observations and examples.Highly effective exploration of the event from the perspective of self and others. | Very relevant description and explanation of what happened.Very relevant response to event through observations and examples.Mostly effective exploration of the event from the perspective of self and others. | Mostly relevant description and explanation of what happened.Mostly relevant response to event through observations and examples.Somewhat effective exploration of the event from the perspective of self or others. | Limited description and explanation of what happened.Limited response to event through observations and examples.Limited exploration of the event from the perspective of self and/or others. | Poor/no description and explanation of what happened.Poor/no response to event through observations and examples.Poor/no exploration of the event from the perspective of self and/or others. | Reasoning andreconstructing | Insightful identification and exploration of significant factors underlying event. Insightful explanation of how and why future...
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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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