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.
Day school tma07 june 2012
Only ReflectTonbridge, 23 June 2012
What was the point of TMA02? Spend 2 minutes discussing with the person next to your experience of doing TMA02
What is the point of TMA07 The purpose of this assignment is to encourage you to take a step back from your studies and to assess your own progress as a student. It is directly related to the learning outcome that concerns taking responsibility for your own learning while responding reflectively to tutor feedback. As with Assignment 02, this assignment aims to develop your awareness of the way in which you study and write. It aims to help you to think through your work on The Arts Past and Present as a whole and to reflect further on your future course of study.
Some definitions• 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.• Reid (1993), "Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice."(p.305)• Louden (1991) is sober thought out of the stream of action, looking forward or (usually) back to actions that have taken place.
Why should we reflect?• Planning and prioritising• Setting and achieving goals• Dealing with procrastination and anxiety• Recognising and overcoming self-limiting beliefs• Making effective use of available support
The perfect cuppa• Use a good quality loose leaf or bagged tea• This must be stored in an air-tight container at room temperature• Always use freshly drawn boiling water• In order to draw the best flavour out of the tea the water must contain oxygen, this is reduced if the water is boiled more than once.• Measure the tea carefully• Use 1 tea bag or 1 rounded teaspoon of loose tea for each cup to be served• Allow the tea to brew for the recommended time before pouring• Brewing tea from a bag in a mug? Milk in last is best
Reflecting on your learning needs • What kinds of environments support you to learn at your best? • What kinds of environments inhibit your learning? • What activities help you to learn? • What activities make it hard for you to learn? • What skills do you have that come so naturally to you that you wonder that others can’t do them? • What skills would you like to develop? • What’s important about learning for you? • What do you believe about yourself as a learner? • Do you have any negative beliefs? Are there things you think you can’t do? • When you are learning really well what’s your purpose? What is it all for?
The good, the bad and the ugly• Think of your time on AA100 so far.• What sort of experience has it been?• What has worked well for you?• What might you need to approach differently?• What do you believe about yourself as a learner?
Reflecting on reflecting• So, thinking about TMA02 – how did you do it?
How to reflect?• So, thinking about Kolb – how closely did your experience of preparing for TMA02 (reflective bit) resemble Kolb’s cycle?
Kolb in a digital age?• How does Kolb’s cycle relate to how you learn?• Criticisms: – Any of four stages could occur simultaneously (Jeffs and Smith, 1999) – Any of four stages can be bypassed, or repeated several times in any sequence – Doesn’t acknowledge power of reflection (Boud et al, 1985)• Does social learning make Kolb obsolete? Do you learn collaboratively
Tips for keeping a journal• Make regular entries (even if they are brief)• Focus on a specific event/issue for an individual• Use questions to help you focus on the task• Take an analytical approach• Try different techniques such as mind mapping, diagrams, sketches or cartoons. Use colour.• Review entries to find key themes & recognise what longer-term action you might need to take• Remember that writing itself can be used as a learning tool: you can use writing to explore ideas as a way of understanding them.
Social learning• Sharing your experience of studying is also reflection.• Social media: – OU forums – Facebook – Twitter #AA100 – Instagram? – Blogs
Tools for reflection• Blogging/a learning journal helps you to keep a record which is – useful to you – a cue to memory – honestly written – evaluates key aspects of your work – a tool to help you to identify recurring themes – key to developing a plan of action to take – an appraisal of that action.
Metaphors• When you are learning at your best you are like what?• And when you are like X that X is like?• Is there anything else about X?
Preparing for TMA07• Pay attention to the processes you have adopted when preparing your assignments: – how did you approach the reading for the chapter? – how did you take notes and were you confident about the notes that you’d made? – how did you begin to formulate your argument? – how did your essay planning go? – did you follow your essay plan?
Getting through the material• How did you approach the reading/listening for this assignment? – Strategically? – Systematically? – Pragmatically?• Was your reading: – Critical? – Analytical? – Superficial?• Did you feel confident that you understood the ‘stuff’?
Thinking about your notesMaking notes• When do you make notes?• Why do you make notes?• How do you make notes?• Why do you make notes like this?• Have you always made notes like this?
What happens next?• What do you do with your notes?• When do you use your notes?• Why do you use your notes?• How do you use your notes?• Do your notes do what you want them to do?• How do you know when they are working?• How do you know when they aren’t working so well?
Everything else . . .• Time management – Prioritisation – Perfectionism – Procrastination• Emotional response to the task: ‘hating Shostakovich’ factor.
How is it going?• ive written 500 words on Shostakovich so far..... its allpretty crap i think lol how about you? • Pugin for me - made quite a few notes and done a bit of surfing I think my main problem is cutting out the waffle! Ive just finished a creative writing course so going from being overly descriptive to sticking to pure fact is proving difficult! – Pugin for me too, Im on the notes and rough draft stage. Been working really hard on it, so have to take a break today or my brain will explode.
When the TMA is done . . .• How did you feel about doing this TMA?• What do you think you did well?• Which elements did you struggle with?• Which elements would you appreciate feedback on?• What sort of feedback would you find most helpful?
When your TMA comes back . . .• Read your essay again• Read your tutor’s comments!• Do you understand them all? If not, contact your tutor for clarification.• Consider how you would re-write in view of your tutor’s feedback.
Setting a personal learning goal• What’s one specific thing that you’ll be practicing to improve your learning?• I will know I’m achieving my goal when (What will you or others see/hear?• I’ll know I’m not achieving my goal if (What willl you or others see/hear?