This document provides guidance for a 1500-word final reflective journal entry. The reflection should demonstrate self-awareness and critique through discussion of major lessons learned, feedback received, accomplishments, challenges, how the student would approach things differently, and observations of others. The reflection should balance internal thoughts with external behaviors and consider how perceptions influence problem-solving and decision-making. Students can choose to write or present their reflection creatively through video or other format. Assessors will evaluate the reflection's depth of analysis, breadth of topics covered, specificity of details, and authenticity. An outline is provided to guide students in addressing their personal learning journey, applications of knowledge, learning challenges, feedback, and insights about others.

1. Final Reflective Overview– 10%
Written Reflective Journal Entry (1500 word max)*
Final reflective overview of yourself with respect to conduct and learnings in the course and in development of your project proposal. Reflection will
show evidence of balanced and honest critique, self-awareness, and exploration of issues, implications, and insights. Reflections can be scaled along
two main dimensions: concrete, behavioural, and observable phenomena, which are largely external; and interior, more subjective aspects including
feelings and thoughts. Some reflectors favour one at the cost of the other, and both are important. It is hard to strike a balance, but balance is
needed.
For this assignment, your reflection must include: (a) major lessons learned, particularly for going forward with your project and in terms of your
professional practice; (b) reflections on feedback received from peers and other stakeholders over the semester; (c) what you are proud of or
pleased with; (d) your greatest learning challenges and why; (e) what you would do differently could you do it again; and (f) interpretations /
observations on classmates, instructors, other stakeholders, and how these may have changed over the course of the semester.
Also valued will be any specific plans you have for implementing your project and any concerns you might have that were not stated in your
proposal, along with implications and how they might be dealt with.
As an individual set of reflections, you could “free form” write, dwelling on issues (taking the above as reference) that are most relevant and
interesting to you and bringing in whatever additional topics you like. You will not be penalised for doing so. To make it even more personal and
unique, you might prefer to digitally film yourself speaking your reflections or do some other kind of presentation that effectively conveys your
insights and observations. Some students may prefer just to write, using the template provided below. This is entirely your choice. If you have a
creative or novel idea for presenting your reflections, but feel uncertain about how to proceed, you might wish to talk it through with your facilitator.
Assessors of your reflection will be looking for awareness of and attention to perceptions, attitudes, beliefs, biases, assumptions, values,
expectations, and motives (PABBAVEM), and the role they play in your problem-solving, decision-making, and the way to interact with and respond
to others.
Remember that reflection is not merely an internally-directed process as might be conceived of as introspection. And, while the power of insight
should not be underestimated, and reflection can lead to it, reflection also has outward and future-oriented dimensions such as foresight and
multiple-perspective taking. Reflection, quite naturally, has a hindsight quality to it, and permits learning from the past. The most important aspect
of reflection—and a focus that is often neglected—is that reflection is not limited to thought process but is wedded to thoughtful action.

2. Reflective Journal
Entry 10%
8-10 3-7 0-3
Depth Reflectionfocusesonone ormore actions
or situationsandexploresit /themdeeply
and thoroughly,drawingoutinferencesand
implicationsandrelatingthemtowhatis
beinglearntinthe course.
Actionsandsituationsare depictedfrom
variousvantage pointsandthrough
multiple lenses.
Interpretationsare thoroughlydissected
and defended,withdue considerationto
perceptions,biases,andfeelings—notjust
carefullydescribedbutcriticallyexamined.
Reflectionsfocusonone or more actionsor
situationsandexploresthemata basicbut
sufficientlevel.
Actionsandsituationsare depictedfrom
some vantage pointsorthroughmore than
one lens,butsome perspectivesare missing
or dealtwithat onlya general level.
Interpretationsandimplicationsare dealt
withat a highlevel withsome
considerationgiventoperceptions,biases,
and feelings.
Lessevidence ordefensible descriptionis
providedforassertionsandconclusions
than wouldbe the case at the exceptional
level.
Reflectionsfail tofocus onone or more
actionsor situationsatany level of scrutiny
and / or little detailisprovided.
Seeminglyirrelevantissuesorsituationsare
introducedandnotcontextualised. Links
are notclearlymade to the practice area or
individual’sprofessional practice or
development.
Actionsandsituationsare depictedfrom
limitedperspectives,andappearbiased,
subjective,andnotcriticallyexamined.
Fewif any interpretationsandimplications
and / or no evidence tojustifythem.

3. Breadth Reflections coveravarietyof actionsor
situationsthattogetherorseparately
addressissuesof concerntothe individual
studentintermsof hisor herarea of
practice,professional development,or
course learningandprogress.
Areasof learningconcernare clearly
identifiedanddiscussed,aswellaslinkedto
one anotherwhenrelevant: conflicts,
contradictions,andincompatibilitiesare
dealtwith,aswell assynergies,parallels,
and leverage.
Actionsandsituationsare depictedfrom
variousvantage pointsandthrough
multiple lenses.
Reflections include more thanone actionor
situationandexplore thematabasic but
sufficientlevel. Range of actionsor
situationsissufficientbutnarrowerthanit
couldbe.
Linkingandrelevance of observationsand
insightsismodestandfail toshowintense
or continuingthoughtorcritical
examination.
Actionsandsituationsare depictedfrom
some vantage pointsorthroughmore than
one lens,butsome perspectivesare missing
or dealtwithat onlya general level.
Interpretationsandimplicationsare dealt
withat a highlevel withsome
considerationgiventoperceptions,biases,
and feelings.
Lessevidence ordefensible descriptionis
providedforassertionsandconclusions
than wouldbe the case at the exceptional
level.
Numberof actionsor situationsreflected
uponis insufficientand/or barely
explored.
There islittle tono linkingandrelevance of
observationsandinsightsmade andlittle
indicationof critical examination.
Actionsandsituationsare depictedfrom
onlythe individual’spointof view,and/or
appearbiasedor unfounded.
There are fewif anymeaningful
interpretations discussedorimplicationsfor
practice or professional development
drawnout.
There islittle tono evidenceordefensible
descriptionprovidedforobservations,
assertions,orconclusions.

4. Specificity Behaviourorsituationisdescribedin
exquisite detail. The readercan literallysee
or experience the same behaviouror
situationthroughthe eyes(andwritingor
verbal description) of the author.
Relationshipsandlinkagesare clear,direct,
and convincing. There isnoconfusion
betweenevents,times,individuals
concerned,interactions,causes,
consequences. Everythingisclearly
separate or aligned,asrelevant.
The story istoldusingexceptionally
descriptive andunambiguousdetails—what
exactlywashappening? Whowasinvolved
and how? What ledto what?
Behaviorsituationisdescribedin sufficient
detail.
Authorstrivestohelp readersee or
experience the same behaviourorsituation
throughhisor her eyes,thoughsome
necessarydetail of perspectivemaybe
missing.
Most relationshipsandlinkages between
and amongstevents,times,individuals
concerned,interactions,causes,
consequencesare clear.
Minor confusionsandambiguitiesmayexist
inthe pointsauthorattemptstomake.
There isan interestingandbelievablestory
beingtold,thoughsometimesdetails,
meanings,andimplicationsare unclear.
Behaviorsituationisdescribedinsufficient
detail.
Authorstrivestohelp readersee or
experience the same behaviourorsituation
throughhisor her eyes,thoughsome
necessarydetail of perspectivemaybe
missing.
Most relationshipsandlinkages between
and amongstevents,times,individuals
concerned,interactions,causes,
consequencesare clear.
Minor confusionsandambiguitiesmayexist
inthe pointsauthorattemptstomake.
There isan interestingandbelievablestory
beingtold,thoughsometimesdetails,
meanings,andimplicationsare unclear.

5. Authenticity Reflectionsjudgedgenuine andcredible
throughthe author’seffortandabilityto
describe anddefendwithclearandrelevant
detail,evidence,andexamples.
There isconveyedaveryreal sense of
experience,notjustinoutward,observable,
and describable terms,butintermsof how
the eventor interactionwasperceived,felt,
and thoughtabout.
There are few,if any,assumptionsor
attributionsmade thatare not backed-up
withextensive,defensible,andrelevant
detail andexample.
Whilstlevel of detailiscrucial,its
compellingnature isevenmore important
to conveyingasense of authenticity.
Whatdoesit mean to me and whatmightit
meanforothers are critical questionsthat,
if addressed,lendcredibilityandrelevance
to the reflection.
Reflections judgedgenerally genuine and
credible throughthe author’seffortand
abilitytodescribe anddefendwithclear
and relevantdetail,evidence,and
examples. Some detail islackingand/or
examplesare incompleteorsuperficially
describedorinterpreted.
There issufficientbalance betweenthe
outward,observable,anddescribable detail
and examplesusedandthe language used
to describe internal perceptions,feelings,
interpretations,andthoughtaboutgiven
events.
Some assumptionsorattributions are made
or conclusionsdrawn thatare notbacked-
up withextensive,defensible,andrelevant
detail andexample.
On the whole,the storyorelements
thereof are lessconvincingorcompelling
than theymightbe if more evidence and
richerdescriptionwere offered.
Minor questionsremainastothe lessons
drawnfrom the author’srecountingof
events: meaning,relevance,and
implicationsare notentirely addressedor
resolved.
Authenticityof the reflectionsisnot
demonstrated throughthe author’seffort
and abilitytodescribe anddefendwith
clearand relevantdetail,evidence,and
examples. Detail providedisinsufficient
and / or examplesare incompleteor
superficiallydescribedorinterpreted.
There islittle tono balance betweenthe
outward,observable,anddescribable detail
and examplesusedandthe language used
to describe internal perceptions,feelings,
interpretations,andthoughtaboutgiven
events.
Many assumptionsorattributions are made
or conclusionsdrawn thatare notbacked-
up withextensive,defensible,andrelevant
detail andexample.
There isno coherentor credible story.
Serious questionsremainasto the
student’sinvestmentinorabilitytothink
aboutand / or write up genuine reflections
concerningeventsandthe lessonsthat
mightbe learntfromthem.There issimply
not enoughtogo on.
Format and
Presentation
Nearflawlesspresentationof publishable
qualityinneatness, appearance,
punctuation,grammar,spelling,syntax,
structure / organisation,flow).
Acceptable presentationinneatness,
appearance,punctuation,grammar,
spelling,syntax,structure /organisation,
flow).
Insufficient,unacceptable,orborderline
presentationhavingsignificanterrorsin
one or more of the followingattributes:
neatness,appearance,punctuation,
grammar, spelling,syntax,structure /
organisation,flow).

6. Suggested Outline for Final Reflection
Personal Learning Journey. This isa writtenarticulationof yourlearningthroughthe course,includingreferral toyourInitial OrientingReflection. Whathave
youlearnedaboutyourself,others,yourprofessional practice anditscontext,andhowdidthisoccur (whatfacilitated it)? Mostimportant: are you changingor
have youchanged,and howand why? Change couldbe in behaviour,attitudes,values,perspectives. Whatmightbe the benefits(andcosts) of thischange?
You will be assessedonyourcompleteness,depth,andinclusionof examples. ~200-300 words.
Learning Applications. Of all the knowledgeyouacquired,skillsyoubuilt,ordispositionsdeveloped,howare yougoingto(ormight you) applythemto your
professionalpractice developmentandyourorganisation orcommunitycontext? Of particularinterestishowyouinteractwithpeople andyourcollaboration
skillsandorientations,andthe implicationsthese have foryourprofessionalpractice. ~200-300 words.
Major Learning ChallengesandOpportunities. What didyoufindmostchallenging, andhowdidyourespondtothese challenges? Whatare the implications
for yourcontinuingdevelopmentasa professionalpractitioner? Whatcan or shouldyoudoto furtheryourprofessionaldevelopment? ~200-300 words.
Feedbackfrom Peers,Teachers,and otherStakeholders. What feedbackhave youreceivedandinferredthissemesterwithrespecttoyourperformance,and
howare youcontendingwithit? What are the implicationsforyourprofessional practice and development? Howmightfeedbackonyourperformance impact
on thisand / or otherprojectsandtasks? What othersourcesof performance feedbackmightyouseektofurtherinformwhat youare hearingorsurmising?
~200-300 words.
Insights,Observations,Discoveries,and InterpretationsofOthers. What are some of the keybehavioursyouhave observedin/fromclassmates,teachers,and
otherstakeholdersthissemesterinsofaras theybear on professional practice andyoureffectivenessasa professional practitioner? Howdoyouinterpret
these behavioursandwhy? Specifically,discussyourownperceptions,attitudes,beliefs,biases,assumptions,values,expectations,andmotives(PABBAVEM),
and the role theyplayinyour decision-makingandbehaviour,andresponse-patterns. ~200-300 words.