EDLM6200 - Reflective-Reflexive Practices in Technology Enabled Environments
Link for full lesson plan: https://drive.google.com/file/d/17adoZAcv0x5clfB0IbgXc328d08awnJ3/view?usp=sharing
In today’s slideshare, we look at the use of digital technology to enhance reflective-reflexive practice in a 5E lesson plan. It is in response to a teacher’s sudden and drastic shift from the traditional classroom to a strictly online learning environment. While learning takes place in the synchronous environment through live conferences, it is supported using an asynchronous learning management platform.
The 5e model of instruction will empower the students to take responsibility for their own learning. The teacher will guide the students through the five phases - engage, explore, explain, elaborate, and evaluate. Students will engage in reflective-reflexive practice in each phase using online digital tools.. The reflective-reflexive process will incorporate works from reflective gurus such as
Kolb - learning through experience
Gibbs - emotional feelings, action plan
Brookfield - four critical lenses - self, peers, experts and literature
Schön’s reflective models - reflection before, during and after
Active learning requires students to develop their understanding of content through the active construction of a product, the solving of a problem, or both. It evokes pedagogical scholars such as Dewey, Lindeman, Papert, and Lave and Wenger, and embodies a long human tradition of learning through doing. And there is evidence to suggest that active learning is a highly effective approach to teaching at the university level.
This is a research-based slide presentation which talks about the use of ICT: its benefits, significance, as well as various strategies which help the pre-service and the in-service teacher.
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
Active learning requires students to develop their understanding of content through the active construction of a product, the solving of a problem, or both. It evokes pedagogical scholars such as Dewey, Lindeman, Papert, and Lave and Wenger, and embodies a long human tradition of learning through doing. And there is evidence to suggest that active learning is a highly effective approach to teaching at the university level.
This is a research-based slide presentation which talks about the use of ICT: its benefits, significance, as well as various strategies which help the pre-service and the in-service teacher.
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher-centered to student-centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks. Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher-centered to student-centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks. Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Learn to Use and Use to Learn: Designers as a Tool for Innovative CollaborationKecia J. Waddell Ph.D.
Presented at the 2012 AECT International Convention, Naimah Wade and Kecia Waddell discuss the study that also served as a model of technology application by providing a practical demonstration of how to utilize innovative social tools for learning and virtual collaboration. The benefit of this model is that it can be used inform instructional design decisions and guide the successful integration of technology into the learning strategy. Additional analysis of the data from this original study uncovered to emergent themes: the designer as a tool for innovative collaboration and strategies for navigating the technology learning curve.
*NOTE: SLIDE #3 is a video presentation of the integrative collaborative functions of Google Applications (To view visit - http://youtube.googleapis.com/v/kcOUWjkGBUY)
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
In the changing global times, the educators must adopt the blended learning approach and gain knowledge about the new tools and techniques so that they can help their learners acquire digital literacy and problem solving. The educators are expected to recognize individual differences and design personalized learning opportunities to encourage critical and creative thinking.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Pedagogical Usability Dimension - A paper presentation about an educational design study on learning and teaching experiences of a distance education at Åbo Akademi University in Finland.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. Pedagogical Approach
• 5E Model of Instruction
• Five (5) sequential phases
• – Engage, Explore, Explain, Elaborate and
Evaluate
• Student-centered (Granger et al., 2012)
• Inquiry-based approach (Spencer & Walker,
2011)
• Experiential learning (Ergin, 2012)
Reflective-Reflexive Process
Kolb
• learning through experience (Tomkin & Ulus,
2016)
Gibbs
• emotional feelings, action plan (Markkanen et
al., 2020)
Brookfield
• four critical lenses – self, peers, experts,
literature (Brookfield, 2002)
Schön
• reflection before, during and after (Williams,
2001)
5E ICT LESSON PLAN
Using Digital Technology For Reflective-Reflexive Practice
4. 5E ICT LESSON PLAN
• Grade: Form 1 (Grade 6) 11 – 13 years old
• Modality: Online (Asynchronous supported by Synchronous sessions)
• Duration: 2 sessions – 60 minutes each
• Topic: Computer Care and Safety
• Benchmark: Trinidad and Tobago National Certification Secondary
Education (NCSE) – ICT Curriculum, Module 1: Health and Safety
Click for complete lesson plan
5. Learning Objectives - By the end of the lesson, students will
• Identify at least FIVE (5) potential computer hazards at home and in the office
• Describe at least FIVE (5) ways to care a computer and computing devices
• Propose at least THREE (2) ways to promote good computer care and safety practices
• Create at least ONE (1) artifact to promote good computer care and safety practices
Cognitive
• Willingly participate in group activities
• Listen to others with respect
• Advocate for good computer care and safety practices
• Reflect the importance of computer care and safety practices
Affective
• Design a poster on good computer care and safety practices OR
• Produce a video on good computer care safety practices OR
• Create a slide presentation on good computer care and safety practices OR
• Give an oral presentation on good computer care and safety practices
Psychomotor
6. 5E ICT LESSON PLAN
• Key skills required:
• basic word processing skill
• basic presentation skills
• basic video editing-skills (optional)
• Prior learning:
• students can recognize physical dangers in their everyday lives
• students may be able to respond adequately to physical dangers in their environment
• students are aware there are rules and guidelines to stay safe when using electrical and
sensitive items
• Assessment criteria:
• students will identify computer hazards
• students will produce design artifacts promoting good computer care and safety practices
7. 1. ENGAGE – capture students interest and make connection with
prior knowledge of hazards and safety practices
Teaching Strategies
Individual activity
• Graphic organiser (KWHL)
• Questioning
Group activity
• Group discussion
• Whole class
• Oral presentation
Digital Tools
• editable online KWHL worksheet
• record responses
• online fillable activity sheet
• breakout room activity via live
conference
• Group discussion
• live conference
9. 2. EXPLORE – students explore the topic using a real-life example,
formulate questions, and make their own inferences
Teaching Strategies
Individual/Group/Whole Class
activity
• Think-Group-Share (TGS)
• Case study
• Group discussion
• Oral presentation
Digital Tools
• editable online TGS worksheet
• Record responses
• breakout room via live conference
• Group discussion
• live session
• Whole class oral presentation
10.
11.
12. 3. Explain – students will concretize and develop a better
understanding of computer safety practices with guidance from the teacher
Teaching Strategies
Individual activity
• Reflective pause
• Differentiated content
• Concept map
• Reading material
• Video resources
Group activity
• Group discussion
Digital Tools
• educational websites
• YouTube clips
• interactive video with embedded
questions, e.g. Playposit
• editable online KWHL sheet
• online collaborative tools
• concept mapping tool with slideshow
feature, e.g. Mindmeister
• presentation tools, e.g. Google Slides
• shared word documents, e.g. Google
Docs
13.
14. 4. ELABORATE – students will internalize lesson by using the
vocabulary and concept and applying knowledge to new situations.
Teaching Strategies
Group activity
• Differentiated product
• Poster
• Video clip
• Slide presentation
• Oral presentations
• Rubric feedback
Individual activity
• TAG (peer) review
Digital Tools
• online collaborative tools
• presentation tools, e.g. Google Slides
• shared word documents, e.g. Google
Docs
• video editors
• Live conferencing tool
• LMS discussion forum
• (TAG review)
15.
16. 5. EVALUATE – students will use their metacognitive skills to compare
their previous knowledge with new understandings and prove what they
know
Teaching Strategies
Individual activity
• Guided reflection
• Rubric feedback
Digital Tools
• online word doc
• presentation tool
• video editor
• audio editor
• digital storytelling app
17.
18. Digital Tools to Support Reflective-Reflexive
Practices in Online Learning
• editable online KWHL charts (a modified KWL chart)
• effective to reflect before, during and after a lesson
• students plan for learning by building on their prior knowledge (Vaiyavutjamai et al.,
2012)
• Useful prompts to encourage thinking throughout the lesson
• increases student engagement, achievement and metacognition (Tok, 2013)
• encourages writing your thoughts which allows students to revisit or re-examine
their learning at a later time (Benade, 2015)
What do I Know? What do I want to Know? How will I find out? What Did I Learn?
19. • Online (collaborative) concept mapping tools
• helps organise thoughts by making connections between concepts, and adding new
concept and information
• facilitates reflection when used as a learning and assessment and collaboration tool
(Kandiko & Weller, 2013; Dabbagh, 2014)
• promotes critical thinking about understandings and misconceptions or highlights
the need for a more conceptual framework (Holcombe & Shonka, 1993)
• develops creative thinking and problem-solving skills (Tseng et al., 2013)
Digital Tools to Support Reflective-Reflexive
Practices in Online Learning
20. • Case study/Scenario-based Learning
• Promotes positive self-efficacy and classroom readiness (Bardach et al., 2020)
• Promotes a student-centered approach (Karunanayaka et al., 2017)
• Allows for active participation in real-world problems
Think-Group-Share activity sheet
• encourages students to think, write, collaborate and verbalise their thoughts
• In turn, students learn from self and peer reflections (Usman, 2015)
Digital Tools to Support Reflective-Reflexive
Practices in Online Learning
21. • Online guided reflective journal
• Helps clarify and organize your thoughts to engage in a higher sense of personal purpose
• Provides more opportunity for student to add graphics for visual impact (Pavlovich et al.,
2008)
• Ease of use, convenient and easily accessible
• May allow for more free-flowing, creative and thoughtful reflections (Pavlovich et al., 2008)
• Acts as feedback to instructor on what is happening in the class
• Give students the opportunity to express their inner learning by amplifying their voices
(Cook-Sather, 2017)
Digital Tools to Support Reflective-Reflexive
Practices in Online Learning
22. Changes needed!
• Teacher may require a change in attitude (Reed & Koliba, n.d.)
• Be honest (and ethical) with self and others
• Not seen as an expert but a moderator to guide communication
• Remain open to learning while encouraging others to learn
• Teacher will have to manage communication (Reed & Koliba, n.d.)
• Create a safe environment for communication
• Adopt and promote respectful listening skills (Helyer, 2015)
• Encourage active participation
• Use open-ended questions
• Accommodate both individual and group contributions
• Manage disagreements
23. Drawbacks of Digital Technologies
for Reflective-Reflexive Practice
• Challenging process that requires careful planning and meticulous thinking
(Karunanayaka et al., 2017)
• Cognitive overload – apart from engaging in reflective practice, teachers and
students may need to understand how to use the digital tools (Karunanayaka et
al., 2017)
• Technical problems – problems with connectivity, digital tools and LMS
24. References
5E Model of Instruction. (2021). [Image]. http://www.swiftelearningservices.com/5e-instructional-model-for-elearning-a-model-preferred-by-
nasa/.
Bardach, L., Klassen, R., Durksen, T. L., Rushby, J. V., Bostwick, K., & Sheridan, L. (2020). The Power of Feedback and Reflection: Testing an
Online Scenario-based Learning Intervention for Student Teachers. https://doi.org/10.31234/osf.io/whsny
Benade, L. (2015). Teachers’ Critical Reflective Practice in the Context of Twenty-first Century Learning. Open Review Of Educational
Research, 2(1), 42-54. https://doi.org/10.1080/23265507.2014.998159
Brookfield, S. D. (2002). Using the lenses of critically reflective teaching in the community college classroom. New directions for community
colleges, 2002(118), 31-38.
25. References
Cook‐Sather, A. (2017). Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice
and positions students as pedagogical partners to prospective high school and practicing college teachers. British Journal of
Educational Technology, 48(5), 1143-1152. https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1035&context=edu_pubs
Dabbagh, N. (2014). Concept Mapping as a Mindtool for Critical Thinking. Journal Of Computing In Teacher Education, 17(12), 16-23. Ergin,
I. (2012). Constructivist approach based 5E model and usability instructional physics. Latin-American Journal of Physics
Education, 6(1), 14-20.
Granger, E., Bevis, T., Saka, Y., Southerland, S., Sampson, V., & Tate, R. (2012). The Efficacy of Student-Centered Instruction in Supporting
Science Learning. Science, 338(6103), 105-108. https://doi.org/10.1126/science.1223709
26. References
Helyer. R. (2015) Learning through reflection: the critical role of reflection in work-based learning: (WBL). Journal of Work-Applied
Management, 7(1), 15-27. https://www.emeraldinsight.com/doi/full/10.1108/JWAM-10-2015-003
Holcombe, M., & Shonka, A. (1993). Conceptual Mapping: A Tool for Self-Reflection. The Clearing House: A Journal Of Educational
Strategies, Issues And Ideas, 67(2), 83-84. https://doi.org/10.1080/00098655.1993.9956028
Kandiko, C., Hay, D., & Weller, S. (2013). Concept mapping in the humanities to facilitate reflection: Externalizing the relationship between
public and personal learning. Arts and Humanities in Higher Education, 12(1), 70-87.
Karunanayaka, S. P., Naidu, S., Rajendra, J. C. N., & Ratnayake, H. U. W. (2017). Designing Reflective Practice in the Context of OER-
based e-Learning. https://files.eric.ed.gov/fulltext/EJ1149180.pdf
27. References
Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school
setting. Educational Research, 62(1), 46-62.
National Safety Council. (2016). Spot the Hazards [Image]. https://thsawc.org/files/12-15-16%20Spot%20the%20hazards%20game.pdf.
Pavlovich, K., Collins, E., & Jones, G. (2008). Developing Students' Skills in Reflective Practice. Journal Of Management Education, 33(1), 37-
58. https://doi.org/10.1177/1052562907307640
Reed , J., Koliba, C., (nd) Facilitating Reflection - A Manual for Leaders and Educators. http://www.uvm.edu/~dewey/reflect.pdf
Spencer, T. L., & Walker, T. M. (2011). Creating a love for science for elementary students through inquiry-based learning. Journal of Virginia
Science Education, 4(2), 18-25.
28. References
The ICT Lounge. (2021). Computer hazards at home [Image]. https://www.ictlounge.com/html/health_and_safety.htm.
Tseng, K. H., Chang, C. C., Lou, S. J., & Hsu, P. S. (2013). Using creative problem solving to promote students’performance of concept
mapping. International Journal of Technology and Design Education, 23(4), 1093-1109.
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