THE UNIVERSITY OF HONG KONG Department of Social Work and Social Administration COURSE OUTLINE template Academic Year: 2014 /2015 1. Basic Course Information: Course Code: SOWK 1009 Course Title: Existing New Course: to be implemented in Semester 1 / 2 / S Reflective Practitioner 2. Course Instructor / Course Co-ordinator: Name Office Debbie Lam C0549 Kurtee Chu C0550 Grace Leung Chan Ki CO553 C0553 phone 3917-2082 3917-1153 3917-2090 3917-7145 email debbie@hku.hk kurteec@hku.hk gsmleung@hku
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to the instructor or TA and always include the course code in the subject line. First class: Last class: 7 January 2016 7 April 2016 NOTE: No class meeting on 18 February 2016 due to Reading Week cuLearn: On-line components of this course will be managed through cuLearn. Please visit the cuLearn site at least once a week to receive the most current information pertaining to the scheduling of the course and required readings. Course objectives: International institutions have come
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higher and continuing education. Introduction. The article by A.M Langer (2000) explores the effectiveness of applying study journals in enhancing students understanding of technical courses. The author acknowledges existence of other scholarly documents evaluating the influence of journals in improving students understanding of applied courses such as mathematics and physics. He builds on the existing literature to establish a theoretical background of the study in the literature review. The
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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
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undergraduate education have discovered the need to address teaching strategies that focus on the new generation of students. In teaching an undergraduate course on Nursing the Client with a Mental Illness, the affective domain of learning is used to develop interpersonal competence, self-awareness, and self-reflection. The teaching technique used is an experiential exercise that asks students to create group mandalas using art materials on circular pieces of butcher-block paper. The mandala concept is
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Epistemological Reflection in the First Year Experience Course Program Charge The Student Development Division staff subcommittee of ABC Community College has been tasked to present to the Dean of Student Affairs a theory based program to foster student development. The subcommittee proposes a revision to the first year experience course curriculum which will integrate outcomes based on Baxter Magolda’s Model of Epistemological Reflection. Proposed Program Goal and Context Overall
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United States need students to do community service hours to graduate from high school. In some high schools in Washington State, for example, students must finish 200 hours of community service to get a diploma. Some of the Washington school districts, including Seattle Public Schools, differentiate between community service and "service learning," requiring students to demonstrate that their work has contributed to their education. If a student in high school is taking an AVID course, community service
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COURSE DESCRIPTION This course is designed to enrich 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
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|[pic] |Course Syllabus | | |College of Natural Sciences | | |SCI/163 Version 4 | |
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San Francisco School of Pharmacy respectively. They all studied pharmacy at their respective universities. The article focuses on implementing critical reflection into pharmacy courses, classroom settings, and in the workplace in various pharmaceutical settings. The article also delves into faculty preparation, reflective activities within courses/curricula, didactic, IPPE, APPE, key concepts related to assessment and feedback, future implications for faculty and curriculum development. The main audience
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