...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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...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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...the critical self-reflection on who I am and where I stand in society. More importantly, this laid the foundation for who I am as a social worker. This helped me reflect on my personal beliefs, opinions and "isms", allowing me to identify how these hinder or help my practice. However, presently what I believe to be the most valuable learning is my reflection on my social location. As outlined within my life map assignment, my maternal ancestors were of the Qalipu Mi'kmaq First Nations. Unfortunately, due to colonization my ancestors diligently worked towards hiding our heritage and as a result, our culture was lost. Although curious to learn about and for cultural connection...
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...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 probably a successful graduate and already have many of the skills required for postgraduate study. But there are some skills that assessed more stringently at postgraduate level, like planning and reflection skills. Task 1: Development of a Research Strategy Assignments are designed to allow you to demonstrate...
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...Running head: REFLECTION: INFORMATION TECHNOLOGY 1 Reflection on what I learned from the Information Technology Course and Project Jonathan Balarama Keita Thongsook College BA TESOL REFLECTION: INFORMATION TECHNOLOGY Reflection on what I learned from the Information Technology Course and Project To begin with a definition, according to the Merriam Webster dictionary, Information Technology is ‘the technology involving the development, maintenance, and use of computer systems, software, and networks for the processing and distribution of data’. Information Technology is a vast subject and it is quite interesting. The course The ICT course was not really difficult, as I had a very good knowledge about the different types of technologies that were presented, but the idea of adapting them to my classroom got me thinking. Although, I have used technology in my classroom before, now I 2 have new ideas and skills to do a better job. In class I was given many different materials such as the different ways to use mobile phones, tablets or computers in the classroom. A brave new world talks about how the new generation have different ways of doing things and most importantly learning, which makes a lot of sense to me because I am not very old myself and I love to practically do or understand something, which I find helps to a greater extent in learning. More than half the world uses some sort of software based technology and the numbers are rising every day, so keeping technology...
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...Submitted: November 20, 2013 Acknowledgement I would like to thank the following persons; Mr. Daemon Carter, Mr. Pommels, Ms. Graham, Ms and Mr Anderson, members of the Rural Electrification Program who assisted me with the successful completion of my Community Service. Furthermore, I want to give gratitude to Mrs. Joan Lawla my CSP Tutor for making this possible for me to get exposure to doing Community Service and also the lord for giving me health and strength throughout this completion. Table of Content Pages Reflection 1..................................................................................................................................1 Reflection 2..................................................................................................................................3 Reflection 3..................................................................................................................................5 Reflection 4..................................................................................................................................6 Reference.....................................................................................................................................9 Appendices..................................................................................................................................10 Reflection #:1 Vision 2030 and Community Service: ...
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...Models of reflection Gibbs Model of Reflection Stage 1: Description of the event Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result. Stage 2: Feelings and Thoughts (Self-awareness) At this stage, try to recall and explore those things that were going on inside your head. Include: • How you were feeling when the event started? • What you were thinking about at the time? • How did it make you feel? • How did other people make you feel? • How did you feel about the outcome of the event? • What do you think about it now? Stage 3: Evaluation Try to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or what did or didn’t go so well Stage 4: Analysis Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include: • What went well? • What did you do well? • What did others do well? • What went wrong or did not turn out how it should have done? • In what way did you or others contribute to this? Stage 5: Conclusion (Synthesis) This differs from the evaluation stage in that now...
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...How do I . . . Write a Reflection? Why reflective writing? Reflection offers you the opportunity to consider how your personal experiences and observations shape your thinking and your acceptance of new ideas. Professors often ask students to write reading reflections. They do this to encourage you to explore your own ideas about a text, to express your opinion rather than summarise the opinions of others. Reflective writing can help you to improve your analytical skills because it requires you to express what you think, and more significantly, how and why you think that way. In addition, reflective analysis asks you to acknowledge that your thoughts are shaped by your assumptions and preconceived ideas; in doing so, you can appreciate the ideas of others, notice how their assumptions and preconceived ideas may have shaped their thoughts, and perhaps recognize how your ideas support or oppose what you read. Types of Reflection Experiential Reflection: Popular in professional programs, like business, nursing, forensics and education, reflection is an important part of making connections between theory and practice. When you are asked to reflect upon experience in a placement, you do not only describe your experience, but you evaluate it based on ideas from class. You can assess a theory or approach based on your observations and practice and evaluate your own knowledge and skills within your professional field. This opportunity to take the time to think ...
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...Jacqueline Nock – Team Reflection This week I learned about strategies to help develop effective groups and teams as well as resolving conflict within organizations. This week I also learned about resolving conflicts. An interesting thing I learned about conflict is that it can be either functional or dysfunctional. I learned that conflicts can be resolved by using a mediator, an arbitrator, a conciliator, or a consultant. These are impartial third-party people who are trained to help others resolve their conflicts (Robbins, S. P., & Judge, T. A. (2011), p. 475). I felt comfortable with all the topics discussed this week and didn’t struggle to understand any of them. I work for the local utility company where we have teams to accomplish our projects. In very simple terms, when new gas or electric service is requested, I handle the initial paperwork for new service, another person does the pricing and billing and a technician goes go to the job site to install the meters. As a team, we all do our separate parts to get our customers the utility service they need. Mari Lowry – Team Reflection I thought determining strategies to develop groups and teams were an easy rational way of creating an effective team. Developing groups are a different rational because they are not working towards a common goal but for self-interest only; whereas, a team finds a cohesive path to completing a goal (Robbins, S. P., & Judge, T. A. (2011), These strategies are very...
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...experience whilst undertaking my mentorship 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...
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...moral authority Throughout my school placement I collected data, used different assessment methods, gathered feedback from student, had several discussions and reflected on my own practice. I used this research to form the evidence for findings and conclusions. 1. Questioning – Key assessment method I improved my questioning techniques which has resulted in a better learning environment for the students and improved my teaching. There are several different sources of evidence for this claim; firstly this is something that has been mentioned by my tutors, saying that my questioning was “good teaching methodology and …. Method of ongoing assessment” (Appendix 3.7), and “questioning again using probing and scaffolding techniques to elicit feedback and encourage elaboration allowed you to identify gaps in students' knowledge” (Appendix 3.4). I got feedback from the students through the teacher after I had left and they mentioned that my question...
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...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. Thus, the class objectives set out a learning experience where drama was used and reflection was encouraged...
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...Samantha Barreau College of Mount Saint Vincent English 110: Writing in Context I Professor Rogers Close Analysis; “Girl before the Mirror” For this essay I chose a painting by Pablo Picasso called “Girl before a Mirror”, according to the research I had done, this painting is in connection to his mistress Marie- Therese Walter. It displays several view, depending on who’s interpreting the painting. Pablo Picasso became one of the greatest and most influential artists of the 20th century and the creator (with someone named Georges Braque) of Cubism. A painter, sculptor, printmaker, ceramicist and stage designer, Picasso was considered radical within his work. The poem that is showed in connection to this painting is called “Before the Mirror” by John Updike. This poem is the poets emotions, thoughts and views based on the painting. John Updike was an award-winning writer of fiction, essays, and reviews, John Updike has also been writing poetry for most of his life. He was inspired by his mother, who was also a writer. For me, “Girl before the Mirror’ is a painting that talks about reflections of one’s self or how we see ourselves versus how others see us even the duality of our natures. There are so many levels your creativity and critical thinking can go in regards to Picasso’s intent with this painting. I can see this particular Picasso painting in a philosophy class where people are wrestling or conversing what the exact meaning of this painting is. The painting...
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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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...These two elements describe the way professionals can make decisions on how to confront the issue at hand. One is Reflection in action. Here a professional can use the experience at hand by forming possible theories in their mind and working around them through various sources of knowledge to find a solution. In the case of this pupil, this is the best notion of technical rationality that was used. This is because once this teaching assistant saw him and was able to empathize, she sought to find information about how to confront the situation. This as he describes it "Learning on your feet." It is technically displayed by this teaching assistant who researches and finds information, which he, in turn, uses it to help the...
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