Graham Gibbs' model of reflection outlines a framework for critically reflecting on experiences. The model consists of six stages: 1) Description - describing what was observed and the context of the situation, 2) Feelings - identifying thoughts and feelings during the experience, 3) Evaluation - assessing what went well and could be improved, 4) Analysis - linking the experience to learning, 5) Conclusion - considering other actions that could have been taken, and 6) Action Plan - determining next steps to apply the learning. The goal is to gain deeper insights from experiences by systematically working through each stage of critical reflection.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
A learning style is student’s consistent way of responding to and using stimuli in the context of learning.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode of “experiential learning cycle”
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
A learning style is student’s consistent way of responding to and using stimuli in the context of learning.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode of “experiential learning cycle”
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.
Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
Gagne’s specified several different types or levels of learning. He stressed that different internal and external conditions are needed for each type of learning, thus his theory is called conditions of learning. He also provided 9 instruction events that served as basis for the sequencing of instruction
Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
Self-reflection- Dr Ryan Thomas WilliamsRyan Williams
John Dewey (1859 -1952)
A key figure in progressive education
Incidental reflection: active at the time/an event is occurring
Systematic reflection: through making sense of that experience through systematic reflection
Donald SchÖn (1930 -1997)
Much concerned how society, organisations and individuals learn and develop the term ‘ reflective practitioner’
Reflection-in-action: respond flexibly to a given situation and prevent us from sticking to rigid plans
Reflection-on-action: to think about an event; what happened/how other people react, what the outcome was/what is the interrelationship between our actions and outcome
Phase 1 Understanding users & interaction/1- phas 1- example.pdf
Phase 1 Understanding users & interaction/2- COMP325B 2014 Project Phase I - Understanding users & interaction.pdf
COMP325B
2014
Project
Phase
I
Due
Friday,
15
August
2014
Designing
a
system
to
help
people
brand
their
personal
identity
Who are you? A cool-as designer, a surfer dude, a sports star, a coder, a book-loving
geek? Who am I? An intellectual, an existentialist writer, a dancer?
Throughout our lives we express our personal identity in many different ways.
Sometimes this is through direct interaction with people, but more and more we
present ourselves online via digital media. We tweet how we feel about that person
who ‘stole our’ car park from us, post our dream holiday destination on Facebook,
compose songs, design invitations, manipulate photos – all using digital software.
Some of this expression results in permanent artefacts – photos, recorded music –
other things are more temporary – phone conversations with friends, live music.
Your task, this semester, is to design a system that will help people to brand their
personal identity. Phase I of this project involves understanding how people currently
deal with their personal expression. The aim of the activities in this phase of the
project is for you to immerse yourself in the real-world context and issues involved in
producing, managing, and sharing expression of personal identity, both online and in
the real world/offline.
You can interpret ‘expression of personal identity’ very broadly. Some things you
consider might be active presentations of an artistic nature such as music, art or
writing. Other aspects of personal identity might be happening more subconsciously
such as the choice what food to eat, what sports to play or which friends to have;
people might not perceive this as expression of their personal identity, nevertheless it
forms a big part of it.
This understanding of context should be deep enough to prepare you to perform a
detailed design of a system to support people in producing, managing and expressing
their personal identity; the system should enable users to ‘brand their personal
identity’. You will create and evaluate this design in Phase II. In Phase III, you will
implement and evaluate a proof-of-concept prototype of the Phase II design.
Phase I consists of 5 steps. There are deliverables associated with each of these steps.
Step
1:
Self-‐observation
and
self-‐interview:
how
do
you
express
your
own
identity?
In this step, you will analyse your own behaviour in expressing your personal
identity: the strategies, applications, and resources that you use. Note that you might,
or might not, have previously thought of yourself as expressing or branding your
personal identity; here, we’re defining personal id.
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.
Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
Gagne’s specified several different types or levels of learning. He stressed that different internal and external conditions are needed for each type of learning, thus his theory is called conditions of learning. He also provided 9 instruction events that served as basis for the sequencing of instruction
Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
Self-reflection- Dr Ryan Thomas WilliamsRyan Williams
John Dewey (1859 -1952)
A key figure in progressive education
Incidental reflection: active at the time/an event is occurring
Systematic reflection: through making sense of that experience through systematic reflection
Donald SchÖn (1930 -1997)
Much concerned how society, organisations and individuals learn and develop the term ‘ reflective practitioner’
Reflection-in-action: respond flexibly to a given situation and prevent us from sticking to rigid plans
Reflection-on-action: to think about an event; what happened/how other people react, what the outcome was/what is the interrelationship between our actions and outcome
Phase 1 Understanding users & interaction/1- phas 1- example.pdf
Phase 1 Understanding users & interaction/2- COMP325B 2014 Project Phase I - Understanding users & interaction.pdf
COMP325B
2014
Project
Phase
I
Due
Friday,
15
August
2014
Designing
a
system
to
help
people
brand
their
personal
identity
Who are you? A cool-as designer, a surfer dude, a sports star, a coder, a book-loving
geek? Who am I? An intellectual, an existentialist writer, a dancer?
Throughout our lives we express our personal identity in many different ways.
Sometimes this is through direct interaction with people, but more and more we
present ourselves online via digital media. We tweet how we feel about that person
who ‘stole our’ car park from us, post our dream holiday destination on Facebook,
compose songs, design invitations, manipulate photos – all using digital software.
Some of this expression results in permanent artefacts – photos, recorded music –
other things are more temporary – phone conversations with friends, live music.
Your task, this semester, is to design a system that will help people to brand their
personal identity. Phase I of this project involves understanding how people currently
deal with their personal expression. The aim of the activities in this phase of the
project is for you to immerse yourself in the real-world context and issues involved in
producing, managing, and sharing expression of personal identity, both online and in
the real world/offline.
You can interpret ‘expression of personal identity’ very broadly. Some things you
consider might be active presentations of an artistic nature such as music, art or
writing. Other aspects of personal identity might be happening more subconsciously
such as the choice what food to eat, what sports to play or which friends to have;
people might not perceive this as expression of their personal identity, nevertheless it
forms a big part of it.
This understanding of context should be deep enough to prepare you to perform a
detailed design of a system to support people in producing, managing and expressing
their personal identity; the system should enable users to ‘brand their personal
identity’. You will create and evaluate this design in Phase II. In Phase III, you will
implement and evaluate a proof-of-concept prototype of the Phase II design.
Phase I consists of 5 steps. There are deliverables associated with each of these steps.
Step
1:
Self-‐observation
and
self-‐interview:
how
do
you
express
your
own
identity?
In this step, you will analyse your own behaviour in expressing your personal
identity: the strategies, applications, and resources that you use. Note that you might,
or might not, have previously thought of yourself as expressing or branding your
personal identity; here, we’re defining personal id.
ILO Achievement Communicator How you are demonstrating you.docxwilcockiris
ILO Achievement: Communicator
How you are demonstrating your growth as a Communicator?
There are six aspects of the reflection: Description; Feelings; Evaluation; Analysis; Conclusion; Action Plan.
Description - What happened?
Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why
were you there; what were you doing; what were other people doing; what was the context of the event;
what happened; what was your part in this; what parts did the other people play; what was the result?
Feelings - What were you thinking and feeling?
At this stage, try to recall and explore those things that were going on inside your head. Include:
How you were feeling when the event started?
What you were thinking about at the time?
How did it make you feel?
How did other people make you feel?
How did you feel about the outcome of the event?
What do you think about it now?
Evaluation - What was good and bad about the experience?
Try to evaluate or make a judgement about what has happened. Consider what was good about the
experience and what was bad about the experience or what did or didn’t go so well?
Analysis - What sense can you make of the situation?
Break the event down into its component parts so they can be explored separately. You may need to ask
more detailed questions about the answers to the last stage. Include:
What went well?
What did you do well?
What did others do well?
What went wrong or did not turn out how it should have done?
In what way did you or others contribute to this?
Conclusion - What else could you have done?
This differs from the evaluation stage in that now you have explored the issue from different angles and
have a lot of information to base your judgement. It is here that you are likely to develop insight into you
own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember
the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration
that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into
account and therefore valuable opportunities for learning can be missed. During this stage you should ask
yourself what you could have done differently.
Action Plan - If it arose again what would you do?
During this stage you should think yourself forward into encountering the event again and to plan what you
would do - would you act differently or would you be likely to do the same? Here the cycle is tentatively
completed and suggests that should the event occur again it will be the focus of another reflective cycle.
Reflection Mechanics
Your reflection must:
be between 200 and 400 words;
follow spelling and grammar conventions.
ILO Achievement: Communicator
If you need a refresher, here is Mohawk College's definition of Communicator:
"A communicator will communicate effectiv.
The importance of the reflexive practice in career guidance and counselling, Dr Siobhan Neary, University of Derby, UK
EUROGUIDANCE conference: „Career guidance and counselling in the Republic of Serbia and Europe“,Thursday, 3 October 2019- hotel „Metropol“, Belgrade
Social responsibility includes intercultural competence, knowled.docxsamuel699872
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes
:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset
is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set
is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set
involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
Review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
The danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zeg
Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM
https://www.youtube.com/watch?v=l0x4GPNz4Ho
If I Could Change the World
https://www.youtube.com/watch?v=wuRURJ9E3iQ
Knowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence Questions
PART I
1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special?
2. Discuss and record the things that you love about your culture. How has your culture
shaped your identity
and how you feel about your place in the world?
3. Discuss the misconceptions about your culture – what bothers you the most?
4. Discuss the contr.
Your name _________________________________ Date of submission _.docxnettletondevon
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
by Rosetta Lee, to accompany her blog post on cultural competencies & growth mindset, as it appears in Techniques in Learning and Teaching - http://wp.me/p1Mdiu-1gW.
As faculty blogger Michael Arnzen describes it, The Difficulty Paper
comes out of the idea that by grappling with intimidating readings, students can master their anxieties about (and become more confident reading) academic texts, and that – through writing out their thoughts (e.g., taking a metacognitive approach) – they can identify what they already know and what they still need to find out.
One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on creating presentation slides and enacting accessible discussions.
One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on engaging accessible discussions and creating a syllabus to support learning.
One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on creating presentation slides and a syllabus to support learning.
Delivered via email to students within the "Preparing for Class 2" email that would set out 4 readings (each student reading only one in preparation for a jigsaw activity) and 3 videos to review for the coming week. A final slide would be added for the particular class to link to the week's Active Reading Assignment (sometimes reflective responding, sometimes application responding, sometimes both).
slide set with preliminary notes as i build a public learning and teaching philosophy statement using non-traditional modes of delivery - as promised to students in a Teaching in Higher Ed course that I would make emergent document public. This is the penultimate draft - ready for final scripting.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. Graham Gibbs’ Model of Reflection
Description Describe what you observed, what happened during your critical incident or chosen episode for
reflection. ** Set the Context: Describe what you initially observed – the sense details of seeing, smelling,
touching, hearing, tasting. Describe the interactions you see among people, between groups, including
interpersonal & intercultural dimensions. Describe your role in the episode.
Feelings Describe what were you thinking and feeling at the time. ** Name your personal reactions.
Consider these questions: What were the range of your feelings? What beliefs – personal, community, cultural,
ideological – inform the feelings you’ve noted? What are the connections or disconnections between your
beliefs and your feelings with regard to your reaction to and/or analyisis of this incident or episode?
Evaluation Explain what worked well/what was good, what could have been better/what wasn’t good about the
experience. ** Draw on the first parts of your writing to set out your thinking about why and how come the
incident was troublesome, difficult, challenging. Then detail specifics about what would need to happen – for
you, for others, in actions, beliefs & power dynamics to make a change.
Analysis Link the incident or episode to what you’ve been learning – in course readings, assignments; in
community work; in cross-cultural contexts; in interpersonal growth – in order to extend your thinking. **What
does it mean to investigate additional perspectives as part of expanding and testing your thinking as you
analyse this scenario or incident.
Conclusion Speculate about what else you could have done. **What could you and others have not done now
that you look back on the situation? What have you learned in writing this reflection? How have you expanded
your knowledge base and thinking about future choices and actions you may take?
Action Plan Set out “next steps.” **What action can you take now – with others in the scenario at the heart
of your reflection? going forward in this and/or new contexts? What might you do differently? How will you
adapt your practice – your own actions and your interactions with others – in the light of your new
understandings?
Sources
“Reflective Writing: Study Basics Series” http://z.umn.edu/salref.
“Enhance Cross-Cultural Learning in Study Abroad” http://z.umn.edu/oreref.