...TOPIC: Reflective essay on the teaching session and facilitating workplace learning module. INTRODUCTION As a requirement for the pre-registration program in Nilai University, I have to take Facilitating Workplace learning module. The aim of this module is to enable me to become a better facilitator in the future. Having experiences from my previous clinical posting, I realized that nursing profession is not only about patient’s bedside care, but also workplace improvement by facilitating others for example students, colleagues and patient health teaching. Gopee (2011) defined facilitating learning is that the learner becomes aware that they should be the originator of their thinking, meaning to say the learner should take more control of their learning instead of passively receive information from the teacher. In addition, facilitating learning is usually form part of healthcare’s professional code, as mentioned in code of practice by Nursing Midwifery Council (2008) that registered nurse must be willing to share their experiences and skills for the good of their colleagues and must facilitate student and others to develop their competent. In order to fulfill this subject, I have two main parts to complete. First, a plan for facilitating a learning session applied all the relevant theories that have been lecturing, and the second part, I am going to write here is a reflective essay using Gibb’s (1988) reflective cycle on what I have learn from this module and my learning...
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...2011 UCWR110-022 Final Reflective Essay On Writing My favorite author and literary genius, Stephen King, in his memoir On Writing wrote, “Write with the door closed, rewrite with the door open.” This is possibly the best piece of advice I could ever think to give to a struggling student with a paper to write. Your first draft is always for yourself and your own personal reflection. In your second draft, “open up the doors” and write for everyone else who will be reading it. Without this solid piece of advice, I don’t think I could have ever expanded on my writing at all. Over the years, my writing career has hit its peak in junior year, and I have plateaued from there. Since being a UCWR student, I have had the chance to expand my range in my writing skills. From this course, I have learned to expand my writing ability to subjects I would never have broached before, allowing myself to heighten my awareness of the world around me as well as hinder my procrastination. In the beginning of the year, I was very disappointed I would have to take this course. From my previous experience with accelerated English and rhetoric courses, I felt I would be bored and disappointed with the classroom experience. Over the course of the semester, I have learned I was wrong. While in the beginning my engagement level was poor, I was still interested by the current events brought up in class. Some of the biggest topics we discussed (Occupy Wallstreet, Penn State scandal) I never would have previous...
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...Critically reflective essay Emma Purnell: 0522771 “Our planning (or worrying about) what’s happening next gives us little opportunity or inclination to examine what has just passed” Wallace (2005) Writing from a student teacher perspective I thought it was very apt to start with the quote above. I believe I, like many student teacher colleagues, spend so much time worrying about what I have to do next, that sometimes I need to have a gentle prod or reminder that I need to be critically reflective of my actions in order to improve my future teaching performance. 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...
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...Self-Reflective Essay Although it is something I would prefer not to admit to, I have always struggled and experienced some sort of hardship when having to write. The content hardly ever played a role; I faced obstacles no matter the topic or form of paper I had to write. Certain factors were able to better assist me when writing, however nothing was ever enough to perfect my writing, or at least, diminish the hardships I experienced. Throughout this first semester of literature I have, of course, experienced problems with my writing, however I have learned to identify my own mistakes and am beginning to better comprehend how to fix these mistakes. During the beginning of this past Fall’s semester, I had lost my confidence in my writing abilities. With my loss of confidence as a writer, came a strong desire to never write again. Still, the consequences of my loss of confidence further extended into my life and effected my overall perception of all things literary. I had no desire to read, and if I somehow felt forced to read, I would pay hardly any attention to the content. This influenced my writing in negative ways. However, I was still unable to recognize or identify the exact mistakes or flaws within my writing. Initially I had sought out the mistakes, but eventually lost hope and felt that there was no way to correct my writing. My horrendous writing skills were set in stone…or at least I believed so at the time. It was not up until I received the shameful grade of a...
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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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...Mentorship Module In this essay I aim to reflect and critically analyse my completion of the learning development plan and to identify how the skills and knowledge that I have gained as a mentor will enable me to lead learning in my area of practice. I will be using the What model of reflection (Driscoll 2000) throughout this essay. What? - As part of the mentorship module I was required to complete a Learning Development Plan (LDP). Part of the LDP involved writing a lesson plan which was then taught to a student under the supervision of my mentor. A copy of the lesson plan can be found within the LDP. An assessment plan was then used to evaluate the learning that had taken place and to assess the competency of the student. I am employed as a Paramedic Practitioner by a National Health Service (NHS) Ambulance Trust and I decided to teach the skill of Intubation to a student Paramedic. The lesson plan included assessing the level of knowledge of my student at the start in order to pitch the lesson at the right level. Gopee (2008:47) cites Ausubel et al (1978) on the view that most meaningful cognitive learning takes place as a result of interaction between the knowledge the individual already processes, and the new information that the individual encounters. Thus the most important factor influencing the learner is what the learner already knows. In order to assess my student, I used the Airway Management assessment sheet currently in use by my Ambulance Trust (NHS Ambulance...
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...The Study Skills Handbook Second Edition Stella Cottrell © Stella Cottrell 1999, 2003 Illustrations © Stella Cottrell & Palgrave Macmillan Ltd 1999, 2003 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission, except as stated below. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1P 9HE. Any person who does any unauthorised act in relations to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted her right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First edition 1999 Second edition 2003 Published by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. 10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN 1-4039-1135-5 A catalogue record for this book is available...
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...Gener A Review and an Overview – the Introduction As I begin to think on what I will write on my reflections on the significant lessons and insights that I have distilled in my readings for the past two months, I remember that American journalist and essayist Henry Louis “H.L.” Mencken once opined that: “A Historian by his nature, is an unsuccessful novelist.” If there is a commonality that I have noticed in the methodology of writing of the scholarly articles that I have read, it is the fact that majority of them was written in a narrative and historical standpoint. Thus, when I was brainstorming prior to the completion and formal writing of this essay, I deemed it necessary that the methodology or mode of presentation of my reflective essay should complement the style of writing the journal articles were presented. This was one of the things that I had in mind and served as my setback in finally commencing the writing of my reflective essay. The past two months of attending classes and racing through the pages of the assigned readings were, in my own personal opinion, a review of history as well as an overview of the opinions of scholars on certain social aspects, whether they be on the past, present, or the uncertain future of the Philippines. It is a review, since most of the readings discussed matters and happenings that were mostly covered by my secondary and undergraduate history lessons. In light of this statement, I would like to note the works of Patricio Abinales...
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...Duration: 15 – 20 minutes iii Writing: A comprehension will be written by my learners concerning Michael ‘story - Comprehension Questions: Where did Michael Chabon’s parents buy a new home in 1969? Who is James Rouse? Where was “the Plan,” displayed? What does Chabon see in the slide show? Find the name of the neighbourhood Chabon’s family moved into. Where does the author say he put the map of Columbia? Chabon states that some critics believe the “grand experiment” of Columbia had failed. What reasons are given for this failure? What does Chabon say about childhood in the essay? (http://americanenglish.state.gov/files/ae/resource_files/04-42-2-c.pdf) Learning Outcome: Learners will demonstrate their comprehension of assigned readings by writing concise summaries that identify the author’s main point (thesis) and supporting ideas, paraphrasing and quoting key words and phrases when necessary to avoid plagiarism they require considerable thought to write – it is easy to get them wrong and create a learning strait jacket. Learners will identify the shape of text (e.g. introduction, body, and conclusion) by reading non-fiction essays and articles. Description of activity and assessment: Since the intent of the unit is to assess writing standards, I know that they needed to provide a well-written product. In this case, I would still provide them with some choice. Additionally, the standards I chose had to do with evidence, and so they needed to do research, cite evidence...
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...HOW TO WRITE GREAT ESSAYS HOW TO WRITE GREAT ESSAYS Lauren Starkey ® NEW YORK Copyright © 2004 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Learning Express, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– How to write great essays / Lauren Starkey. —1st ed. p. cm. ISBN 1-57685-521-X 1. English language—Rhetoric—Problems, exercises, etc. 2. Essay—Authorship—Problems, exercises, etc. 3. Report writing—Problems, exercises, etc. I. Title. PE1471.S83 2004 808'.042—dc22 2004003384 Printed in the United States of America 9 8 7 6 5 4 3 2 1 First Edition ISBN 1-57685-521-X For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents Introduction 1 2 3 4 5 6 7 8 vii Organization 1 Clarity 11 Word Choice 21 Mechanics 39 Revising, Editing, and Proofreading 55 Untimed Essay Writing Strategies 67 Timed Essay Writing Strategies 85 Sample Essay Prompts and Essays 97 Resources 111 CONTENTS HOW TO WRITE GREAT ESSAYS v Introduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. Depending upon the high...
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...workforce but also provide support for continuous learning and for the ongoing creation of new ideas and skills. John Seely Brown is a Visiting Scholar and Advisor to the Provost at the University of Southern California (USC) and Independent Co-Chairman of a New Deloitte Research Center. He is the former Chief Scientist of Xerox and Director of its Palo Alto Research Center (PARC). Many of his publications and presentations are on his website (http://www.johnseelybrown.com). Richard P. Adler is a Research Affiliate at the Institute for the Future in Palo Alto and Principal of People & Technology, a research and consulting firm in Cupertino, California. © 2 0 0 8 J o h n S e e l y B r o w n a n d R i c h a r d P. A d l e r Te x t i l l u s t r a t i o n s © 2 0 0 8 S u s a n E . H a v i l...
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...stories and novels are concepts that first came to my mind when I think in the question “What is literature?” The definition of literature has change over time. The only thing that is certain about the meaning of literature is that the definition will change. The concepts about what is literature about also change over time. In order to get a clear understanding of exactly what literature is, first we need to know its definition. According to the Merriam-Webster, literature is defined by “the body of written works produced in a particular language, country, or age; the body of writings on a particular subject: printed matter.” Literature has to do with letters, but some people often think that literature is only one thing, not knowing that it is composed by several elements that we use every day. These important elements include poems, prose, sonnets, drama, plays, short stories and novels. Poetry is created from the soul. It comes from your emotions and it needs every piece of creativity inside you. It has been called the art of “saying the unsayable” because trough this you can express your feelings with no limit, and nobody can tell you that is wrong. If you make a poem and you think it is not good enough, well it is no good. You as the author or the reader, can only judge if it is good or but for you but maybe for some one else it is the opposite as it is for you. A good place to start when looking back at how poetry has evolved during time is the epic poetry...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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