Reflection: AA100 tutorial

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tutorial on reflection and preparation for TMA02 on Open University module, 'The Arts: Past and Present' (AA100)

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  • thinking with a purpose being critical, but not negative analysing how effective your learning is questioning and probing making judgements and drawing conclusions.
  • It’s worth thinking ahead to organise your time and reflect on why, what, how and when to prioritise. While preparing assignments, for example – reflection can help you to define immediate goals and then devise strategies to achieve them. Procrastination, the art of putting things off until they absolutely have to be done, is both a cause and a symptom of anxiety. It can lead you to miss deadlines or fall behind with your study schedule and can severely affect your confidence. Reflecting on how, when, where and why you procrastinate can help you to recognise and challenge your routines and habits. How often do you make assumptions about your ability to study by using sentences that start with: ” I’m no good at …” ” I’ve always been terrible at…” ” I’ll never be able to…” These beliefs may echo negative comments from teachers, parents, employers or peers, or you may just believe them to be irrefutably true. They can make it harder for you to study because they undermine your confidence and motivation. But by reflecting on the assumptions you make about yourself you can make positive changes in your study routines
  • Concrete Experience: doing/having an experience Reflective Experience: reviewing/reflecting on the experience. Intuitive initial thoughts. Journal keeping. TMA feedback. Abstract Conceptualisation: concluding/learning from the experience ‘What would you do differently next time? Brings together theories and analysis of past actions. Allows us to come to conclusions about our practice. Active Experimentation: planning/trying out what you have learned Take those conclusions to plan changes. Active experimentation begins the cycle again. Back to Concrete Experience.
  • Unconscious Incompetence: I can’t do the skill. I’m not even aware that I can’t do it. I may be affected by not being able to do it but I don’t know it. Conscious incompetence: I’m aware of the skill. I know what it is and may have some idea of how to do it but I usually get it wrong. Conscious competence: I’m learning to do the skill. I know how to do it but have to do it consciously. I may be taking notes, practising or talking about it to other to help me learn. I may slip into conscious incompetence at times. Unconscious competence: I do it so naturally that I don’t have to think about it any more, I may be able to do other things at the same time. I may have forgotten the steps I went through to learn it.
  • Reflection: AA100 tutorial

    1. 1. Making the most of your Feedback Crawley, 15 th March 2011.
    2. 2. Reflection <ul><li>What is reflection? </li></ul><ul><li>Why should we reflect? </li></ul><ul><li>How to become a reflective learner. </li></ul>
    3. 3. What do we mean by reflection? <ul><li>Brainstorm!!!! </li></ul>
    4. 4. Some definitions <ul><li>Boud et al. (1985) A generic term for those intellectual and effective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation. </li></ul><ul><li>Reid (1993), &quot;Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.&quot;(p.3) </li></ul><ul><li>Louden (1991) is sober thought out of the stream of action, looking forward or (usually) back to actions that have taken place. </li></ul>
    5. 5. Why do it?
    6. 6. Why should we reflect? <ul><li>Planning and prioritising </li></ul><ul><li>Setting and achieving goals </li></ul><ul><li>Dealing with procrastination and anxiety </li></ul><ul><li>Recognising and overcoming self-limiting beliefs </li></ul><ul><li>Making effective use of available support </li></ul>
    7. 7. The good, the bad and the ugly <ul><li>Think of your time on AA100 so far. </li></ul><ul><li>What sort of experience has it been? </li></ul><ul><li>What has worked well for you? </li></ul><ul><li>What might you need to approach differently? </li></ul><ul><li>What do you believe about yourself as a learner? </li></ul>
    8. 8. Kolb’s Learning Cycle Concrete Experience Reflective Observation Active Experimentation Abstract Conceptualisation Reflective Observation
    9. 9. Learning is a continuous process
    10. 10. Reflecting on your learning needs <ul><li>What kinds of environments support you to learn at your best? </li></ul><ul><li>What kinds of environments inhibit your learning? </li></ul><ul><li>What activities help you to learn? </li></ul><ul><li>What activities make it hard for you to learn? </li></ul><ul><li>What skills do you have that come so naturally to you that you wonder that others can’t do them? </li></ul><ul><li>What skills would you like to develop? </li></ul><ul><li>What’s important about learning for you? </li></ul><ul><li>What do you believe about yourself as a learner? </li></ul><ul><li>Do you have any negative beliefs? Are there things you think you can’t do? </li></ul><ul><li>When you are learning really well what’s your purpose? What is it all for? </li></ul>
    11. 11. Setting a personal learning goal <ul><li>What’s one specific thing that you’ll be practicing to improve your learning? </li></ul><ul><li>I will know I’m achieving my goal when (What will you or others see/hear? </li></ul><ul><li>I’ll know I’m not achieving my goal if (What willl you or others see/hear? </li></ul>
    12. 12. How to reflect <ul><li>Blogging/a learning journal helps you to keep a record which is </li></ul><ul><ul><li>useful to you </li></ul></ul><ul><ul><li>a cue to memory </li></ul></ul><ul><ul><li>honestly written </li></ul></ul><ul><ul><li>evaluates key aspects of your work </li></ul></ul><ul><ul><li>a tool to help you to identify recurring themes </li></ul></ul><ul><ul><li>key to developing a plan of action to take </li></ul></ul><ul><ul><li>an appraisal of that action. </li></ul></ul>
    13. 13. Tips for keeping a journal <ul><li>Make regular entries (even if they are brief) </li></ul><ul><li>Focus on a specific event/issue for an individual </li></ul><ul><li>Use questions to help you focus on the task </li></ul><ul><li>Take an analytical approach </li></ul><ul><li>Try different techniques such as mind mapping, diagrams, sketches or cartoons. Use colour. </li></ul><ul><li>Review entries to find key themes & recognise what longer-term action you might need to take </li></ul><ul><li>Remember that writing itself can be used as a learning tool: you can use writing to explore ideas as a way of understanding them. </li></ul>
    14. 14. Before you submit your TMA <ul><li>How did you feel about doing this TMA? </li></ul><ul><li>What do you think you did well? </li></ul><ul><li>Which elements did you struggle with? </li></ul><ul><li>Which elements would you appreciate feedback on? </li></ul><ul><li>What sort of feedback would you find most helpful? </li></ul>
    15. 15. When your TMA comes back . . . <ul><li>Read your essay again </li></ul><ul><li>Read your tutor’s comments! </li></ul><ul><li>Do you understand them all? If not, contact your tutor for clarification. </li></ul><ul><li>Consider how you would re-write in view of your tutor’s feedback. </li></ul>
    16. 16. Marking exercise: TMA02 <ul><li>Read the original answer and my comments </li></ul><ul><li>Write a bulleted list of the top 5 things that you would address if you were the student </li></ul><ul><li>Look at the re-write </li></ul><ul><li>Mark it – consider how closely it responds to feedback and how this fits the assessment criteria. </li></ul><ul><li>Consider the critical commentary. </li></ul>
    17. 17. Grading Criteria <ul><li>85 – 100 – Pass 1 - Distinction </li></ul><ul><li>70 – 84 – Pass 2 </li></ul><ul><li>55 – 69 – Pass 3 </li></ul><ul><li>40 – 54 – Pass 4 </li></ul><ul><li>15–39 - Fail </li></ul><ul><li>0–14 – Bad Fail </li></ul>
    18. 18. Questions?
    19. 19. Jennie Osborn Email: Jennie.Osborn@open.ac.uk

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