This document is an assignment submission on reflective practices for a B.Ed course. It discusses various modes and frameworks for reflective practice, including Kolb's experiential learning cycle, Gibbs' reflection model, and using feedback for reflection. Practical strategies for reflection mentioned include keeping a reflective journal, group reflection, and capturing reflections through various mediums like writing, dance, drama or song. Reflective practice is important for teacher development and improving student learning experiences.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
Self directed learning a learner centered approachRajeev Ranjan
Self Directed Learning is a learner centered approach. SDL essentially believes in learners’ autonomy to learn. Malcome Knowles defined Self Directed Learning approach as “---‘… in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes, Malcom Knowles (1975: 18).” Long back famous educationist John Dewey stated that “the most important attitude that can be formed is that of the desire to go on learning. So the desire to learn can form basic of learning.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
We learn from our experiences almost every moment. We remember what we do better than what we read or hear. Using this simple fact, making children (even adults) learn from their experience is effective. If the medium used is fun, it makes it that much easier. Along with fun, if we use adventure, nature, outdoors
Blooms taxonomy a revolutionary learning approachRajeev Ranjan
The very word 'education' means drawing something out, to draw something out. When something is drawn outwards from your centre, it is education. My own vision is that each student should be given an opportunity to teach too. Every teacher once in a while should sit with the students and start learning again. Each teacher once in a while should be a student, and each student once in a while should be a teacher too. This difference between the teacher and the taught has to be dissolved; the teacher and the taught are part of one process.
Self directed learning a learner centered approachRajeev Ranjan
Self Directed Learning is a learner centered approach. SDL essentially believes in learners’ autonomy to learn. Malcome Knowles defined Self Directed Learning approach as “---‘… in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes, Malcom Knowles (1975: 18).” Long back famous educationist John Dewey stated that “the most important attitude that can be formed is that of the desire to go on learning. So the desire to learn can form basic of learning.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
We learn from our experiences almost every moment. We remember what we do better than what we read or hear. Using this simple fact, making children (even adults) learn from their experience is effective. If the medium used is fun, it makes it that much easier. Along with fun, if we use adventure, nature, outdoors
Blooms taxonomy a revolutionary learning approachRajeev Ranjan
The very word 'education' means drawing something out, to draw something out. When something is drawn outwards from your centre, it is education. My own vision is that each student should be given an opportunity to teach too. Every teacher once in a while should sit with the students and start learning again. Each teacher once in a while should be a student, and each student once in a while should be a teacher too. This difference between the teacher and the taught has to be dissolved; the teacher and the taught are part of one process.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
MHR 6551, Training and Development 1 Course Learni.docxgertrudebellgrove
MHR 6551, Training and Development 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Formulate different developmental approaches to training.
1.1 Create training activities based on a chosen theory.
2. Describe major training-related theories.
2.1 Discuss the primary tenets of a training theory.
2.2 Explain why a theory was chosen for a specific training situation.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Unit II PowerPoint Presentation
2.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
2.2
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
Required Unit Resources
In order to access the following resources, click the links below.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in
Higher Education, 19(4), 406–418. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=94773613&site=ehost-live&scope=site
Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.
European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search-
proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.
Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
UNIT II STUDY GUIDE
Major Training Theories
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site
https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
MHR 6551, Training and Development 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Major Training Theories
The manner in which adults and children learn is different. Therefore, before embarking upon the design and
development of any training/development program, it is important to consider adult learning principles and
how adults learn bes.
A volcano is a rupture in the crust of a planetary-mass object, such as Earth, that allows hot lava, volcanic ash, and gases to escape from a magma chamber below the surface.
Weathering is the process of weakening and breaking up rocks. It is the physical and chemical breakdown of rocks and minerals at or near earth's surface.
Weathering is the breakdown of rocks at the Earth's surface, by the action of rainwater, extremes of temperature, and biological activity. It does not involve the removal of rock material.
A volcano is a rupture in the crust of a planetary-mass object, such as Earth, that allows hot lava, volcanic ash, and gases to escape from a magma chamber below the surface.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Online assignment
1. ASSIGNMENT
TOPIC:MEANS AND MODES OF
REFLECTIVE PRACTICES
Submitted by
ANJITHA.P
B.Ed Geography
Emmanual college of B.Ed Training vazhical, Thiruvanathapuram
Submitted To
Mr.MURUGADAS
Asst. Prof. of Geography department
Emmanual college of B.Ed Training Vazhical, Thiruvanathapuram
2018
SUBMITTED DATE 8.09.2018
2. INTRODUCTION
Questions like these have occupied many teachers’ minds at different stages of their practices
and careers. Preoccupation with such questions often occurs when teachers are forced to
confront the situation or the possibility that something was not working the way they assumed
it would. Sometimes the best intentions by teachers lead to contrary or unexpected outcomes
in learning environments. For instance, the refusal to give explicit directions for assignments
in order to prompt self-directedness may be interpreted or understood by students as
duplicitous (Brookfield, 1999), or on some occasions as evidence of the teacher’s lack of
knowledge. In contrast, certain behaviours we have tried to avoid in teaching are, in fact,
valued by students as they have helped them to learn more effectively. It is evident that
reflection and practice nurture each other in numerous ways in the context of teaching.
Reflection Practice
Reflective practice for teaching is for those teachers who are disposed to think about their
teaching practices, and are willing to put reflective practice into action. Reflective practice
challenges teachers who have unquestioned assumptions about good teaching, and encourages
them to examine themselves and their practices in the interest of continuous improvement.
How do I know that what I am doing
is working
and making a difference to my
students learnig?
What is the evidence for what
worked
And what didn’t work my teaching?
3. WHAT IS REFLECTIVE PRACTICE?
John Dewey (1993) recognised for the first time that an individual can reflect on things –
particularly when there is a real problem or a sense of difficulty – by merely ‘thinking’ about
them. Dewey suggested three steps of reflection: (1) problem definition, (2) analysis, and (3)
generalisation. He emphasised the distinction between taking action based on reflection, as
opposed to impulsive thinking. The literature on reflective practice in teaching demonstrates
several purposes for reflection. They include:
• teacher’s self-reflection as a tool for self-knowledge
• reflection for professional development
• reflection to aid research on teaching
• reflection to enhance student learning experience
• reflection as a teaching and assessment tool (e.g. reflective journal)
The notion of reflective practice as a means of professional development was later
highlighted by Donald Schön (1987), and promoted reflection as an important tool for
beginning teachers to improve their practice. Thuynsma (2001) discussed reflection in
teaching as when teachers encounter uncertain conditions or critical incidents. Other
definitions of reflective practice include the following
“ A by which practionerscan develop a greater level of self awarenessof nature
and impact of their performance, an awarenessthar createsa opportunities
professionalgrowth and development” Osteman and kottkamp (1993).
“Reflective practice is an active, dynamic action based and ethical set of skill,
placed in real time and dealing with real, complex and difficult situations”
(Moon 1999).
Reflective practice is more than a self-awareness process in which we pause and think back
after something has happened. The moment we start reflecting upon a situation, we naturally
begin to raise questions on ‘how that happened?’, ‘Why it happened that way?’, ‘Could it be
different?’ Reflective practice in teaching shifts from thinking about a sequence of
chronological events to purposeful thinking in order to identify how to improve specific
learning situations. It can enable teachers to think systematically about the learning
experience of students whose lives they influence in many visible and invisible ways.
4. MODES OF REFLECTIVE PRACTICE
Using a Reflective Practice Framework In learning environments and teaching contexts,
teachers may encounter situations or episodes where they need to pause, think and make
intelligent decisions. Stephen Brookfield (1999) introduces four lenses through which
teachers can view these teaching and learning episodes and reflect on their implications.
These lenses are: (1) autobiographies as teachers and learners, (2) students’ eyes, (3)
colleagues’ experiences, and (4) the literature on teaching and learning. The first lens involves
putting our autobiographical self in the mirror to understand students’ experiences through
self-reflection.
This can be done by drawing on our own experiences and understanding. This process can
also alert us of the assumptions we may have made along the way. The second lens is to see
ourselves as students see us, and draw on students’ feedback to inform our reflections. This
reflective process makes us aware of the invisible power relationships within learning
environments that may affect students’ learning experiences.
The third lens enables us to observe our practice critically from a colleague’s perspective.
Finally, the fourth lens is research on teaching. It can provide us with insights into other
people’s practices, through reading literature, for instance. We find various related aspects of
the things we have been doing in our own teaching in other people’s situations. In other
words, they may be named “in different ways [but they are] generic aspects of what we
thought were idiosyncratic events and processes” (Brookfield, 1999, p. 30).
There are several modes and frameworks for reflective practice used for the enhancement of
students’ learning experience and also professional development.
David kolb experimental cycle of learning David Kolb (1984) has
described the ‘experiential learning cycle’ where he offers four phases of learning process. In
the first phase, the learner has a specific experience of learning. In the second phase, the
learner observes and reflects on the experience of learning and also responds to it. In the third
phase, observations are related to other concepts in the learner’s past experience and
knowledge.
In the fourth phase, the learner figures out the implications for action that can be tested in and
applied to different situations.
5. David kolb experimental learning
The second phase of Kolb’s (1984) ‘experiential learning cycle’ has direct bearing on
reflective practice. It is in the second phase that the learner observes and reflects on the
experience of his/her learning – a concrete experience that has happened or been completed in
the first phase. The reflection provides a basis for the learner to relate to or assimilate with
past and present experience and knowledge (the third phase). As the result, the increased self-
awareness, change of behaviour, and the acquisition of new skills are expected to engage the
individual actively in the learning process.
Another reflection model offered by Driscoll (1994) has a simple ‘what’, ‘so what’ and
‘now what’ process, which enables us to look at the whole event
The reflection model developed by Gibbs (1988) can be useful to reflect on something
unexpected that happened in the classroom, when something went wrong (or perhaps
extraordinarily well) in the classroom that we did not anticipate. Gibb’s model is as follows:
learning
experience
Observe and
reflect
Generalize and
Conceptualize
Experiment
and
Intergrate
what?
so whatnow what
6. Group reflection is beneficial; a critical friend can see things about your teaching that you
cannot see.
Using Feedback for Reflection
One important concept that supports and nurtures reflective practice in teaching is feedback.
Atkins (1994) recognises a key feature of lifelong learning as being able to “reflect on one’s
own practice and use feedback to assess and manage one’s own performance” (cited in Hinett
& Weeden , 2000, p. 246). Feedback can provide us with the impetus to embark upon
reflective practice systematically and diligently, and also the evidence we need to make
judgments about our performance as a teacher.
Glendenning and Cartwright (2011) discuss the principles and processes of constructive
feedback and the ways teachers can appreciate the information they receive, effectively
respond to, take actions, and implement strategies as a result of the feedback and reflection
process in their teaching. Glendenning and Cartwright (2011, p. 166) provide the following
structure for reflecting on feedback about teaching. It is useful for encouraging teachers to
reflect on the feedback they have received in the past. The process of reflection on feedback
also assists us to shape thoughts and ideas around what types of feedback we would like to
receive in the future to support our teaching.
1.Description
what happned?
2.Feeling
what i was thinking
3.Evaluation
what was good and
bad about experince
4.Analysis
5.Action plan
what i could do the
next?
7. Practical Strategies for Reflection
There are various methods to encourage reflection through wiring or conversations,
individually or in pair or group reflection, or a combination of these. The way that people
capture their reflections is largely dependent on:
• their own learning style
• their discipline – whether they are in a predominantly written-oriented,
performanceoriented or oral discipline; and
• what resources they happen to have at hand at the time For practical reasons, most people
capture their reflections in written forms such as diaries, post-it notes on lesson plans,
journals, portfolio materials, poetry, sometimes short stories, novels or books.
However, some capture reflections in dance, some in drama, some in song. Scholars have
reminded of the quality of journal writing for reflection on teaching, and how reflective they
actually are. Research indicates that reflective journals mostly have the form of reports, or
descriptive writing (Hume, 2009; Maloney & Campbell-Evans, 2002).
Writing journals is the most popular form of reflection among teachers. Moon (1999) devotes
one complete chapter to the use of journals for reflection. Writing journals should be
sustained in the course of time and on-off type of writing does not ensure that learning has
occurred from the reflective process. Moon suggests both unstructured and structured forms
of journal writing. Unstructured forms include: 1. ‘free wring and reflecting’ (chronological
but not involved everyday);
2. recording thoughts and refection of an ongoing event or issue; and
3. ‘double-entry journals’ where one part of the journal is for recoding of the event or what
happened, and on the other side we write our reflection on “the written account of the
experience” (Moon, 1999, p. 194). Structured forms of journal writing varies such as
‘autobiographical writing’, portfolios or profiles, and so on (see Chapter 15 in Moon, 1999).
Reflective Practice Reflective journal (and portfolios) should be able to demonstrate the
ability to learn from reflective practice, and the ways practice have developed. A personal
diary or journal, in fact, is a flexible way of reflecting and it does not need to be kept every
day. The key point to remember is that it must both describe and examine learning and
teaching situations or events. Generating reflection is an emotional journey which may make
us feel uncomfortable at first, but the result is that our knowledge and practice will improve
and continue to develop. FitzPatrick and Spiller (2010) discuss the ways in which compiling a
(multi-purpose) teaching portfolio through a reflective process can generate complex
emotions among teachers.
8. TEACHER’S REFLECTION ON REFLECTION
Some thoughts from teachers include:
• “When I’ve been doing professional reading, I sometimes come across really great ideas that
someone has tried out in their class, and written about. I’d like to try those out in my own
work, but the pressures of work often mean that I don’t get around to it unless I actually write
into my plan for a subsequent session that I’ll try one of them in that session.”
• “Sometimes, when I’m teaching a session, I’ll get to the end and think that something didn’t
go quite right. At the time, I can remember why that happened. But if I don’t write it down,
then the next time I come to teach that session I have a gnawing feeling that something didn’t
go well, but I’m darned if I can remember what it was! It can make me.
“When I’ve been out walking, I’ve often had flashes of insight into how to teach a class in a
better way. If I don’t take the time to write down my insight when I get home, I often can’t
remember it in the future.”
• “I’ve been observing someone else’s teaching, either in a formal sense when I’ve been asked
to give peer feedback, or sometimes through something I’ve seen in a movie or on TV. I think
there are some aspects of the way that person is teaching that person is teaching that I’d love
to try out. But I don’t always remember how they set the situation up, or what they did, so I
can find myself reluctant to try it.”
9. CONCLUSION
Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is
closely linked to the concept of learning from experience, in that you think about what you
did, and what happened, and decide from that what you would do differently next time
Thinking about what has happened is part of being human. However, the difference between
casual ‘thinking’ and ‘reflective practice’ is that reflective practice requires a conscious effort
to think about events, and develop insights into them. Once it become a habit it is useful both
at work and at home.
Reflective practice has huge benefits in increasing self-awareness, which is a key component
of emotional intelligence, and in developing a better understanding of others. Reflective
practice can also help you to develop creative thinking skills, and encourages active
engagement in work processes.
In work situations, keeping a learning journal, and regularly using reflective practice, will
support more meaningful discussions about career development, and personal development,
including at personal appraisal time. It will also help to provide with examples to use in
competency-based interview situations.
REFERENCE
https://www.waikato.ac.nz/_
https://en.wikipedia.org/wiki/Reflective_practice
http://rajasreeweb.blogspot.com/
https://www.google.co.in/s