...5539/ies.v5n2p118 Abstract The increasing diversity in students’ enrolment in higher education in Norway offers an opportunity to use collaborative learning and teamwork as a learning vehicle to exploit the synergy in the community to have formal and informal agoras. Theoretical and empirical observation of the value of team processes provides the framework to personify our understanding of learning and present a model for teaching in higher education in Norway. We consider learning as a holistic process and one must appreciate its dynamics and be flexible and responsive to it. Moreover, such a view of the entire process necessitates an active communication with all stakeholders of the system and to make an integrative and coordinated effort to ensure availability of the required institutional resources, equitable distribution of the students’ resources, and a smooth transition from the traditional lecturing to this form of collaborative learning to make higher educational institution a learning organization. We report a positive feedback from the students attending two courses at School of Business at HiOA, indicating that students consider this teaching method adding more value compared to traditional...
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...module. According to Schön (1983), the two types of reflection are reflection in action and reflection on action. Reflection in action is the process of reflecting whilst completing a task whilst reflection on action is the process of reflecting on what you have done. This is an account of my learning experience, combining both approaches, whilst undertaking the mentorship course. The Gibbs model (1988) is a popular tool use to analyse and describe reflection. It is a cycle with six stages: description, feelings, evaluation, analysis, and conclusion and action plan. The rationale for using this model is because it is clear and precise. The essay will take into account my personal journey and the skills I am bringing to this course. Confidentiality will be maintained in accordance with the Nursing and Midwifery Council (NMC, 2008). Informed consent where necessary was also gained in accordance with the NMC Code (2008). Description I am currently working as a Registered Mental Health Nurse involved with patients with various challenges, and with staff at various stages of professional development. Learning and mentorship is an important activity in such an environment. Some of my colleagues had already completed their mentorship training and their recommendation of the course as taught in this University inspired me to apply. Furthermore, I enjoy teaching people and thinking about the challenges that come with it. Teaching people helps to develop my professional skills and knowledge...
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...EDU 390 Entire Course (UOP) For more course tutorials visit www.edu390.com EDU 390 Week 1 Individual Assignment Reflection Paper on Becoming a Teacher EDU 390 Week 1 DQ 1 EDU 390 Week 1 DQ 2 EDU 390 Week 1 DQ 3 EDU 390 Week 2 Individual Assignment Teacher Work Sample Reflection Paper EDU 390 Week 2 Learning Team Assignment Parent and Community Involvement Product and Presentation EDU 390 Week 2 DQ 1 EDU 390 Week 2 DQ 2 EDU 390 Week 2 DQ 3 EDU 390 Week 3 Individual Assignment Teaching Portfolio Chart EDU 390 Week 3 DQ 1 EDU 390 Week 3 DQ 2 EDU 390 Week 3 DQ 3 EDU 390 Week 3 Individual Assignment Professional Growth Plan I EDU 390 Week 3 Learning Team Assignment Professional Organizations Chart *************************************************** EDU 390 Week 1 DQ 1 For more course tutorials visit www.edu390.com How could you use reflection to improve yourself professionally? *************************************************** EDU 390 Week 1 DQ 2 For more course tutorials visit www.edu390.com Which of the three standards in Domain Four of the University of Phoenix Teacher Education Program Standards do you consider the most important characteristic of a professional educator? Explain your answer. *************************************************** EDU 390 Week 1 DQ 3 For more course tutorials visit www.edu390.com Week 1 DQ3 What do you think will be the most challenging domain or standard to address in the Professional...
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...EDU 390 Entire Course (UOP) For more course tutorials visit www.tutorialrank.com EDU 390 Program Progression Requirement Personal Assessment Interview EDU 390 Professional Growth Plan EDU 390 Professional Organizations Chart EDU 390 Reflection Paper on Becoming a Teacher EDU 390 Section Summary EDU 390 Work Sample Reflection Paper EDU 390 Parent and Community Involvement Product and Presentation EDU 390 Teaching Portfolio Chart ------------------------------------------------------- EDU 390 Parent and Community Involvement Product and Presentation (UOP) For more course tutorials visit www.tutorialrank.com Learning Team: Parent and Community Involvement Product and Presentation Read the 4A Parent and Community Involvement proficiencies from Domain Four, The Professional Educator, of the University of Phoenix Teacher Education Program Standards located on your student website. Brainstorm two to three activities to address each of the five proficiencies listed. Select one activity and develop a product, such as a flyer, brochure, poster, handout, or newsletter, as an example of how you might facilitate parent and community involvement. Present your product in a 5- to 10-minute presentation. -------------------------------------------------------- EDU 390 Professional Growth Plan (UOP) For more course tutorials visit www.tutorialrank.com Individual: Professional Growth Plan I Complete the University of Phoenix Material: Professional Growth Plan...
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...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 to ensure it provides appropriate support and experience for students and responds to the changes that take place. The mentor could undertake this as part of their daily routine prior to the student commencing their shift, ensuring that the appropriate environment is in place, thus aiding the teaching process. When discussing the topics involved within this...
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...Impact of Cognitive Load on Reflection and Pre-service Teachers' Transfer of Specific Teaching Behaviors and was authored by Thomas W. Broyles, Cory M. Epler, and Jessica W. Waknine, who are all from Virginia Tech University. The article goes into detail about a study in which twenty seven pre-service teachers in Career and Technical Education were examined. It showed how reflection and transfer of certain teaching behaviors are impacted by cognitive loads. Once all the teachers were selected, they were broken up into fourteen teams. The teachers were videotaped while teaching a lesson that was pre-written. After their teaching session was over, the different groups were then asked to reflect what they taught and how they taught it. From there, the groups were divided even further as seven groups were asked to be in an experimental group that was to have their reflective experience create a cognitive load that was higher than that of the other group. The second group was then placed into a control group that was designed to have a lesser cognitive load than their counterparts. Following the second round of teaching, focus groups were then used to engage the participants in discussion. Following the focus groups concluded their discussions; the individuals who were researching this subject came up with a conclusion of the higher cognitive load of the first group had a greater impact on the depth of reflection and transfer of specific teaching behaviors. The overall reflective...
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...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 to ensure it provides appropriate support and experience for students and responds to the changes that take place. The mentor could undertake this as part of their daily routine prior to the student commencing their shift, ensuring that the appropriate environment is in place, thus aiding the teaching process. When discussing the topics involved within this...
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...Teaching Teams (30 points)—10 reflection paper; 20 group performance In small groups, you will prepare an hour presentation and teach a theory as assigned. I will teach with you and be your consultant, working with each group individually, brainstorming with you, providing resources, and approving your materials (e.g., Powerpoint and handouts) prior to your presentation. In order to prepare, you will: a.) Carefully read the chapter corresponding to your topic (Note: Your presentation is not a regurgitation of the chapter. Use it as one of several resources); b.) Complete a web search and short literature review on theory assigned; c.) Develop a PowerPoint or another mode of delivery for your presentation; d.) Meet with me (as a team) for feedback on materials and teaching strategy; e.) Include applications of the theory to practice by including an exercise or demonstration; f.) Create a one-page handout (single-sided) for the other students to print out and use as a study guide; g.) Write and submit a 3-4 page reflection paper describing your group experience, highlights of your learning, and applications of the theory to your practice, due one week after your presentation. I am looking for: • A researched and referenced, factual analysis of your topic with references in APA style at the end of your PowerPoint. • Exploration of areas that go well beyond the text such as modern applications of your theory, theorists who are important but not explored to any...
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...outlined in the unit Reader. Students are asked to: Explore a theme (in the light of the unit) e) Briefly describe the main aspects of the theme; f) Justify why you chose this theme; g) Provide a brief one paragraph outline for each of 6 readings or articles that are relevant to this theme (articles in the reader can be used); h) In the light of the theme develop either a booklet, or a policy relevant to your role as a leader The nurturing and development of teachers in Catholic Schools is a constant consideration for all educational leaders. A successful Catholic education facility needs to demonstrate consistent commitment to the ongoing development of the whole child. This development needs to reflect the Gospel teachings, while offering current theories and practices embedded in student learning opportunities. Professional development and mentoring of staff is a vital component in order for all staff to stay abreast of the latest pedagogy. Professional development should be purposeful, ongoing and reflective and it takes many forms depending on the individual needs and the needs that are influenced by the context of the school. Individual, target groups, whole staff, pedagogy and practice, content...
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...Human Resource Frame Reflection Christine McGee EDL/515 April 7th, 2014 Dr. Gina Stafford Reflection The human resource leader is a leader who works for the organization or school and its people, trying to keep the best interest of both in mind. This job is one of support and empowerment rather than an authoritarian or dictator. This type of leader lets people know that they are important and that they are concerned about them. When I think of myself in terms of leadership, I feel that I am a strong human resource leader. I am always conscious of others feelings and take into account how they will feel about changes or decisions that are being made. I am an active listener always trying to become aware of the goals and aspirations of others. I do know that I need to develop different ways of determining the goals and wants of my team members. Once I know what they are out to achieve I can use that knowledge to help guide me in professional developments and being a better leader. I am supportive of my team members and offer advice or constructive criticism when necessary. One of my team members wanted to transition into teaching at the college level but did not know if she could handle it. I sat with her and developed a plan to help her achieve her goal. I suggested that she should start by teaching some mini professional developments on campus and getting the feedback from her colleagues. We sat down and looked at what the others had commented...
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...A Practical Guide to ACTION RESEARCH for Literacy Educators Written by Glenda Nugent, Sakil Malik, and Sandra Hollingsworth With support from the International Reading Association, Nokia Corporation, and Pearson Foundation Contributor/Editor: Amy Pallangyo A Practical Guide to Action Research for Literacy Educators Authors: Glenda Nugent, Sakil Malik, and Sandra Hollingsworth Contributor/Editor: Amy Pallangyo Copy Editor: John Micklos, Jr. Design/Layout: Precision Arts Cover Photo Credits (clockwise from top): Linda Ulqini, Sakil Malik, and Jennifer Bowser Published with support from the International Reading Association, Nokia Corporation, and Pearson Foundation Copyright ©2012 by the Global Operations Unit, International Reading Association, 444 N. Capitol St., Suite 640, Washington, DC 2001, USA. All rights reserved. We welcome educators throughout the world to freely use and disseminate, with proper attribution, the materials in this guidebook. This is a work in progress, and we welcome constructive ideas and literacy-related Action Research examples from classrooms around the world for subsequent revisions. All communications should be sent to Sakil Malik, Director of Global Affairs, International Reading Association, at smalik@reading.org or sakil.malik@gmail.com. ISBN: 978-0-9882349-0-1 Dedication To all teachers worldwide working to advance literacy in the classroom...
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...achievement of the learning outcomes (6.1) The development of effective relationships with learners within the context of practice, (6.2) The opportunities and limitations of practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice and (6.5) Examine a range of methods of assessment and select those which are appropriate to assessing knowledge, skills and values. It has been created as the Primary Care Trust has an existing pack but it is merely a welcome pack which lists information about the organisation, link tutors and spoke placements and fails to address the individual learning need and style. Previous ideas and suggestions of students and team members have been considered, in addition to a recent team audit on student experiences and the pack will be an overall strategic plan for the department. The pack (appendix 1) will include a welcome letter, list of staff and contact numbers, mission statement, map of area, bus timetables, hours of working, and uniform requirement. It will also include an outline of the learning opportunities and the role and responsibility of the district nurse. Documentation will have to be completed prior to the placement and this will include a Honey and Mumford learning styles questionnaire, which has been developed from Kolb learning styles...
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...Week 3 Learning Team Reflection Summary MGT/230 Management Theory and Practice January 6, 2013 Linda DeYampert Week 3 Learning Team Reflection Summary Learning Team B collaborated and discussed the previous week’s objectives, which included the planning function of management, and the various factors that influence planning. Planning can be affected by legal issues, ethics and corporate social responsibility. A companys planning is also influenced by strategic, tactical, operational, and contingency planning. As a team we determined that learning about the steps of planning from the textbook’s learning objectives increased our knowledge through the learning activities and the instructor’s teachings. Since we are all in the process of pursuing our career, planning is an important step to ensure that we successfully accomplish our goals. The textbook defines planning as a conscious, systematic process of making decisions about goals and activities that an individual, group, work unit, or organization will pursue in the future (Bateman, 2011). Planning is an essential tool that can be used either in one’s personal life or a company. The planning function consist of identifying and diagnosing the problem, generating alternative solutions, evaluating alternatives, making a choice, implementing, and evaluation. This is a purposeful effort to accomplish ones goals. Planning provides individuals and work units with a clear map to follow in their future activities; at the...
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...The learning, teaching and assessment experience This assignment is a written account of a learning, teaching and assessment experience within a clinical setting. It considers how the mentorship of a student can be influenced by the learning experience. It also discusses the learning, teaching and mentorship theories and considers the principles of an assessment. It will look at the reliability, validity and different factors that may influence the learner’s needs. It will reflect on the responsibilities and boundaries of the mentor and discuss the legal, ethical and professional accountability. The clinical setting as a learning environment will be analysed and the effectiveness of the roles and responsibilities of a mentor will be discussed. Finally, the importance of effective teamwork within a clinical setting environment will be examined. To comply with the Nursing and Midwifery Council (NMC 2008) all confidential information will be withheld and names changed. According to the NMC (2006) students on an NMC approved pre-registration nursing course must be supported and assessed by a mentor. The mentor must be registered on a local register and must demonstrate their knowledge, skills and competences on an ongoing basis. As a qualified nurse the NMC (2008) also states “you must facilitate students and others to develop their competences”. Student nurses in their final year of study are allocated placements within the community setting every six months. Most students...
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...with a student with behavior disorders I’ve been coping with already. On top of that, as you all know, state assessments are coming up and our district curriculum standards committee is in the midst of who-knows-how-many meetings that seem to never end, and on it goes. Geometry Teacher: I hear you. What’s more, our special ed teachers don’t seem to be working with these kids separately like they did when I first started teaching. But that was before inclusion, collaboration, and co-teaching became part of our teaching vocabulary. Music Teacher: And before national “experts” had come up with things like No Child Left Behind and Common Core Standards. English Teacher: Well, anyway, I was told that one of the special ed teachers is coming to our next departmental meeting to consult with us and talk about our roles in helping these students with their special needs. I understand we’re going to be asked to set aside time to collaborate with the special ed teachers. That’s along with all the other things we do, of course. We may even be encouraged to do some co-teaching with other teachers. Physical Education Teacher/Coach: Hmmm, don’t those two words cancel each other out? “Consult” and “collaborate,” I mean. I believe you English teachers call that an oxymoron. Music Teacher: I guess I’d be inclined to consult a tax accountant for some expert advice, but I think of collaboration as where everyone works together—you know, collaboration as in laboring together—to accomplish some common...
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