This document provides guidance on reflective writing for postgraduate students. It explains that reflective writing involves both describing experiences and critically analyzing them using relevant theories and frameworks. Examples of student reflections are provided to demonstrate strong reflective writing. The document emphasizes that reflective writing requires interpreting experiences at both a deeper personal level and a broader contextual level. It also stresses the importance of asking critical questions to analyze situations from different perspectives rather than taking information at face value. Various reflective models are presented to help structure reflective thinking and writing, including Driscoll's "What? So what? Now what?" approach and Gibbs' reflective cycle. The document concludes by outlining linguistic features commonly used in reflective writing, such as using first person and action verbs.
Enhancing Critical Thinking Skills through Reflective Writing Intervention am...iosrjce
The study that fed this article investigates the progress/development of critical thinking skills through
a reflective writing intervention. It is hypothesized in the study that metacognitive processes underlying
reflective writing and critical thinking interweave. In other words, when students think critically or write
reflectively they tend to use the same cognitive skills as writing in general is a circuit of thinking. Hence, It has
been empirically proven that Reflective writing is a pedagogical strategy, among others, that enhances Critical
Thinking skills of undergraduate students majoring in business, marketing and Finance. Reflective Writing
productions of thirty Moroccan Business College Juniors were assessed, evaluated and scored over on
academic term. The assessment was performed according to the Assessment Rubric for Critical thinking Skills
which was originally designed within the Quality Enhancement plan (QEP) initiative, Georgia State University
2009. Current findings were very significant as the six critical thinking skills defined in the rubric proved major
progress
Conference with Confidence: Reflective Practice Workshop Claire Sewell
Being a reflective practitioner is something which doesn’t come naturally to all of us but it is a surprisingly easy skill to develop. As well as helping you to think critically about your own personal development, undertaking reflection can help library staff to improve their service and deal with user feedback in a constructive way.
Delivered as part of our Conference with Confidence series, this interactive workshop will help you to understand the theory of reflective practice, how to overcome barriers to integrate it into your everyday role and offer a chance to practice reflective writing. All skills that come in handy when preparing those conference abstracts… It is also useful if you are thinking of undertaking any level of professional qualification such as CILIP Chartership or Fellowship of the Higher Education Academy.
Enhancing Critical Thinking Skills through Reflective Writing Intervention am...iosrjce
The study that fed this article investigates the progress/development of critical thinking skills through
a reflective writing intervention. It is hypothesized in the study that metacognitive processes underlying
reflective writing and critical thinking interweave. In other words, when students think critically or write
reflectively they tend to use the same cognitive skills as writing in general is a circuit of thinking. Hence, It has
been empirically proven that Reflective writing is a pedagogical strategy, among others, that enhances Critical
Thinking skills of undergraduate students majoring in business, marketing and Finance. Reflective Writing
productions of thirty Moroccan Business College Juniors were assessed, evaluated and scored over on
academic term. The assessment was performed according to the Assessment Rubric for Critical thinking Skills
which was originally designed within the Quality Enhancement plan (QEP) initiative, Georgia State University
2009. Current findings were very significant as the six critical thinking skills defined in the rubric proved major
progress
Conference with Confidence: Reflective Practice Workshop Claire Sewell
Being a reflective practitioner is something which doesn’t come naturally to all of us but it is a surprisingly easy skill to develop. As well as helping you to think critically about your own personal development, undertaking reflection can help library staff to improve their service and deal with user feedback in a constructive way.
Delivered as part of our Conference with Confidence series, this interactive workshop will help you to understand the theory of reflective practice, how to overcome barriers to integrate it into your everyday role and offer a chance to practice reflective writing. All skills that come in handy when preparing those conference abstracts… It is also useful if you are thinking of undertaking any level of professional qualification such as CILIP Chartership or Fellowship of the Higher Education Academy.
A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
We report in this presentation on a current project of which the aim is to develop teaching approaches that engage doctoral students in working together as a research community to develop their critical writing and peer reviewing skills. We seek to foster in students a sense of collective endeavour in developing writing and research, and to encourage the sharing of ideas, drafts, and semi-formed thoughts in an atmosphere of mutual support. The project was launched via a residential critical writing weekend for students, featuring a range of taught sessions focussing on aspects of critical writing and reviewing and
featuring opportunities for students to engage in peer assessment activities. The students then formed an
editorial board for an online journal for doctoral students, through which they are involved in critical
writing, reviewing, providing feedback, editing and publishing a journal.
A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
We report in this presentation on a current project of which the aim is to develop teaching approaches that engage doctoral students in working together as a research community to develop their critical writing and peer reviewing skills. We seek to foster in students a sense of collective endeavour in developing writing and research, and to encourage the sharing of ideas, drafts, and semi-formed thoughts in an atmosphere of mutual support. The project was launched via a residential critical writing weekend for students, featuring a range of taught sessions focussing on aspects of critical writing and reviewing and
featuring opportunities for students to engage in peer assessment activities. The students then formed an
editorial board for an online journal for doctoral students, through which they are involved in critical
writing, reviewing, providing feedback, editing and publishing a journal.
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docxalisondakintxt
1000 - 1500 word argumentative essay
PROMPT: Is putting yourself first a good approach to life?
FAQ
· How should I get started?
· Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics.
· Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why.
· Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it.
· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
Have the facts.
· Argue for your thesis throughout your essay.
· Address objections to your position.
· How should this essay relate to Chapter 2?
· When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all.
· In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll.
· How many sources do I need to cite?
· You
must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them.
· What format and style of citation should I use?
Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Pg reflective writing webinar
1. Reflective Writing for
Postgraduates
• Explain what reflective writing is
• Evaluate examples of reflective writing
• Synthesise your experiences and
theory to write reflectively
Rhian Wyn-Williams
Skills@ljmu.ac.uk
2. Reflect on your reflections….
Think back to your previous reflective assignments.
What went well and what aspect of your reflective
writing do you want to improve?
Note this down.
3. What does good reflective
writing look like?
• You have extracts from previous
students’ reflections.
• Which one is better? A or B?
• Based on your evaluation of them, what
do you think good reflective writing
looks like? Write your comments in the
chat box.
4. So, what is academic reflection?
Think about the
literature, policy and
professional
frameworks from your
subject area
For example,
think about how
you are working
on your
placement or in
your
employment. You
may need to
think about your
experiences in
university too.
5. Description is needed as context but go deeper.
Zoom in to examine yourself, the perspectives of
others and immediate significance.
Zoom out to see the broader significance and
context.
Theory and policy to help make sense of it all – our
experiences are not isolated ones.
Above all, you need to ask questions to critically
analyse the situation.
How do you achieve academic and professional
reflection?
6. This means that reflective writing requires both descriptive and
analytical writing styles:
Would A or B show a critical writing style?
A
• What happened
• Where something takes place
• Who was involved
• When it occurred
B
• Examines how and why something takes place
• Considers alternatives
• Evaluates importance
• Offers possible implications
7. So, as a form of academic writing, reflective writing requires both
descriptive and analytical writing styles:
Would A or B show a critical writing style?
Descriptive
• What happened
• Where something takes place
• Who was involved
• When it occurred
Analytical
• Examines how and why something takes place
• Considers alternatives
• Evaluates importance
• Offers possible implications
8. So, what is critical
analysis?
• Standing back and thinking about all the
elements of a topic
• Not taking information at face-value
• Thinking about context
• Considering an issue from different
perspectives
• Analysing and evaluating information, ideas
and perspectives before making a
judgement
• Asking and answering questions
9. Analyse your
experience/incident
Interrogate yourself – keep pushing! Imagine
you have someone with you asking more and
more questions.
• What happened?
• Why did this happen?
• How did/do they feel about the incident? Why?
• What and how can you learn from theory and practice about your
experience?
• What is its significance? Why?
• How valuable was the experience? Why? How will you use it?
• What exactly did/would they do differently next time?
10. Use a reflective
model
• Models can help you structure
your reflective thinking and writing.
• However, the basic structure of any
reflective writing is Description,
Interpretation and Outcome.
• Driscoll’s reflective model (2007)
follows a similar simple pattern:
What? So what? Now what?
Gibbs’s Reflective Cycle (1988)
11. Cooperation between group members was at risk because of
this perception of unfairness. Social interdependence theory
recognises a type of group interaction called ‘positive
interdependence’, meaning cooperation (Johnson & Johnson,
1993, cited by Maughan & Webb, 2001), and many studies have
demonstrated that “cooperative learning experiences
encourage higher achievement” (Maughan & Webb, 2001).
Ultimately, our group achieved a successful outcome, but to
improve the process, we perhaps needed a chairperson to help
encourage cooperation when tasks were being shared out. In
future group work, on the course and at work, I would probably
suggest this.
Specific tasks were shared out amongst members of my team.
Initially, however, the tasks were not seen as equally difficult by
all team members.
For each section:
A =
Description
B =
Interpretation
C =
Outcome
Description, Interpretation, Outcome: which section is which?
12. Specific tasks were shared out amongst members of my
team. Initially, however, the tasks were not seen as equally
difficult by all team members. Cooperation between group
members was at risk because of this perception of
unfairness. Social interdependence theory recognises a
type of group interaction called ‘positive interdependence’,
meaning cooperation (Johnson & Johnson, 1993, cited by
Maughan & Webb, 2001), and many studies have
demonstrated that “cooperative learning experiences
encourage higher achievement” (Maughan & Webb, 2001).
Ultimately, our group achieved a successful outcome, but
to improve the process, we perhaps needed a chairperson
to help encourage cooperation when tasks were being
shared out. In future group work, on the course and at
work, I would probably suggest this.
Description
Interpretation
Outcome
13. Features of the language of
reflective writing:
• First person-when expressing personal experiences,
observations or opinions.
• Third person-when referring to theory or other
writers, write in the third person. Refer to other
writers by name.
• Actions (verbs)-usually those of feeling and thinking,
e.g. feeling, felt, considered, experienced, wondered,
remembered, discovered, learned.
• Hedging- using words like ‘may’, ‘perhaps’ or ‘might’
help demonstrate that you are aware that you are
considering different perspectives, experiences,
lenses, and that critical analysis does not make
something 100% certain.
14. Reflect on your
reflections….
Go back to you what has gone well and
what you would like to improve.
What will you now do to make that
improvement?
Note this down as a reminder for when
you are next writing a piece of reflection.
15. Next steps: postgraduate webinars to come
Next week:
Editing and Proofreading
Dissertations: Question Time
Academic Writing: case studies
Week starting 6th April:
Editing and Proofreading
Dissertations: Question Time
Look out for further webinars to be
announced.
Editor's Notes
Need at 15 minutes. This works as substantial activity to assess their learning as they will all (hopefully) be saying something about what they will take away and use in their own assignments, as well as a plenary through the reviewing of them (either by circulating the room and then summarising the key feedback points to the whole group or by reading them out, depending on the size of the group – would also work, if time, as a peer review activity). The quotations they have been given are:
Reflection is “… consideration of the larger context, the meaning, and the implications of an experience or action” (Branch & Paranjape, 2002, p. 1185)
“Student responses often differ markedly form what teachers have expected on their basis of their own feelings in the classroom” (Brookfield, 1995, pp. 95-96)
“Once the situation has been analysed, you can plan for a response or a strategy2 (Tripp, 1993, p. 72)
“Reflection lies somewhere around the notion of learning and thinking. We reflect in order to learn.” (Moon, 2004, p.12)
I also tell them here that they could even make some references to literature/policy up if they don’t remember any off the top of their heads and they want to say something not directly related to reflection using the quotations given to them– it’s really to show that they know where and how to integrate the literature.
10 minutes in total, including Q and A/discussion as feedback – get them to clearly and precisely identify the features of good reflective writing.
Use to reinforce their comment and to explain a little further how the refection is where the experience and the theory collide – how they won’t working/learning in a vacuum but in this broader context.
Emphasise that academic and professional reflection is not the same as just reflecting. This can be done as a whole group Q and Abut they need to develop their initial comments by focusing more on exactly how the sample pieces are demonstrating these features (what bigger context exactly is being shown and how)– get some focus on critical analysis (how are they showing it?) – this will lead into a What is Critical Analysis discussion – could ask each student to define it as a way of checking current levels of knowledge/understanding/application.
Reiterate here that reflective writing needs both of these styles but it is the critical that really enables true reflection, which leads into the next slide
Reiterate here that reflective writing needs both of these styles but it is the critical that really enables true reflection, which leads into the next slide
Hopefully just a check list after the previous discussion. It is worth going through these and asking them for examples of each using what they have studied so far on their course
10 minutes. Explain how this works as learner cell –– it’s not a discussion but question and answer – can only ask questions/answer them taking it in turn. Encourage them to challenge in their questions: keep asking why, how etc until ‘satisfied’. Could relate their questions back also to the questions to trigger critical analysis already discussed. Get each pair to share what they have learnt about their partners ‘incident’ and what their partner has learnt from it.. Open up to how far this has deepened their reflections. Were they able to refer to any literature/policy? Leads into next slide
Highlight the variety with some examples (Brookfield, Johnson and Johnson, Tripp….which are the most suitable for the subject) but they all share the DIO basis
Ask them to go back and identify any of these features in the sample paragraphs they have just used - open it up to for 5 minutes or so