This document discusses reflection and reflective writing. It defines reflection as a metacognitive process of exploring and examining one's actions and experiences in order to develop greater self-understanding and inform future situations. Reflective writing involves considering experiences rationally and relating them to wider contexts. The benefits of reflection include learning, skills development, and identifying goals for personal growth. The document provides guidance on how to structure reflective writing, including describing experiences, evaluating what went well and poorly, analyzing causation, drawing conclusions, and creating action plans. Employers value graduates who can engage in reflection and evidence personal development through reflective writing.
Lecture on Self assessment on Career PlanningJOSE VALDEZ
The lecture was conducted on July 23, 2019 at Candon City High School's Gymnasium. It was part of the Career Guidance Program for Grade 9 to 12 students. The said activity aims to help the students in understanding their selves to be able to come up with a career planning and decision making for their future.
NCA 2020: Friends, Funds, and Faculty: What Careers and Meaningful Work Mean...Rahul Mitra
Presented at the annual conference of the National Communication Association 2020: This study provides a more in-depth analysis of the lived experiences of graduate students in the discipline of Communication as they find meaning in, and make sense of, their work and their career expectations. As the experiences of graduate students and the dynamic context of graduate school continue to evolve, it is increasingly important to better understand how meaningfulness of work and sensemaking of students’ lives impacts the communication field. Given the overwhelming focus on faculty experience, with little if any focus on the lived experiences of graduate students in the current body of research, this study fills a gap while providing insight into a high stress career path. The implications of this study will provide deeper insight into the individual and organizational outcomes related to graduate school and the graduate student experience.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Supervision training for volunteers and novis supervisorsImke WoodT&C
Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.
Lecture on Self assessment on Career PlanningJOSE VALDEZ
The lecture was conducted on July 23, 2019 at Candon City High School's Gymnasium. It was part of the Career Guidance Program for Grade 9 to 12 students. The said activity aims to help the students in understanding their selves to be able to come up with a career planning and decision making for their future.
NCA 2020: Friends, Funds, and Faculty: What Careers and Meaningful Work Mean...Rahul Mitra
Presented at the annual conference of the National Communication Association 2020: This study provides a more in-depth analysis of the lived experiences of graduate students in the discipline of Communication as they find meaning in, and make sense of, their work and their career expectations. As the experiences of graduate students and the dynamic context of graduate school continue to evolve, it is increasingly important to better understand how meaningfulness of work and sensemaking of students’ lives impacts the communication field. Given the overwhelming focus on faculty experience, with little if any focus on the lived experiences of graduate students in the current body of research, this study fills a gap while providing insight into a high stress career path. The implications of this study will provide deeper insight into the individual and organizational outcomes related to graduate school and the graduate student experience.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Supervision training for volunteers and novis supervisorsImke WoodT&C
Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.
• Why reflective writing is key when writing your evidence.
• Examples of what reflective writing is.
• Various reflective models that you could use.
• STAR format and examples.
How to live without the academic hunger games. Narelle Lemon
I’m not going to play the academic research collaboration hunger games: hunting, attacking, stealing, and back stabbing are not a part of my agenda!
The university is a game. It has rules, transparent and hidden, but it is a place essentially driven by competitiveness, much akin to the notion of hunger games. I refer to the competitiveness and reference to the hunger games metaphor where we are placed against each other – institutionally, within our own department or faculty, and indeed within some collaborations, and against one another. We are at times placed in positions where as higher degree research students and academics we are uncomfortable, isolated, experience personal and knowledge based attacks, stress, anxiety, and we are challenged as individuals from a perspective of self-care. How can we navigate the academic research collaboration hunger games?
Throughout this presentation I invite a rethinking of the narrative of competition to one of mindful choice as academics working in research collaborations within the current contemporary higher education context. A disruption to this is a repositioning of being, a mindful approach to who and how we collaborate. I invite an enactment of a self-awareness to our own approach to research collaboration, and consideration underpinned on how this impacts others' by engaging in rewarding interpersonal relationships. I connect with the higher degree research experience, being an academic collaborator, working with industry, co publishing, and utilising social media as examples of shifting practice.
I’m an advocate of being the change you want to see. If we mindfully approach our collaborations – including the collaborative process (relationship formation, development, and growth) and the outputs – then there is a space to disrupt the competitive nature, at least within our self, amongst each other, and hopefully within the institution. Mindful choice is key to this.
I created this presentation for a class on leadership skills. I have a workbook to go along with this class. Contact me if you are interested. This is part 1 of 2 day class.
This was the first webinar on the https://www.bigmarker.com/communities/doctoralnet/bulletin channel. the research on grit is clear that having it helps you finish hard tasks - Covey's 7 habits play into these ideas as well.
ГИД ПО САМОРАЗВИТИЮ-ПЕРСОНАЛЬНОМУ И ПРОФЕССИОНАЛЬНОМУ. РАЗВИТИЕ В ГРУППЕ.
1)Самооценка(сильные стороны- слабые стороны-возможности-риски). Приоритеты. Планирование действий. Развитие навыков.
2)Работа команды-работа в команде. Стадии группового развития. Взаимодействие в группе.
3)Самоанализ.
Looking for a great presentation and workshop on strategic thinking and leadership and their role in creating an inspiring and awesome strategic vision and plan? Look no further. Please feel free to call me if you would like me to put on a 2 hour overview of this workshop for your organization or you would like to discuss any points further. My number is 612-310-3803.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
4. Future is tough
• Employers want graduates:
• who are self-aware,
• who capitalize on their strengths,
• who will have impact wherever they work,
• who are committed to personal
development and life-long learning, and
• who can confidently provide evidence for
these claims.
5. You can achieve all that if you
are:
• Willing to learn from experience and
change things
• Being open and honest
• Willing to share and discuss your
experiences
• Being motivated to replay / describe /
analyse experiences
• Able to make an action plan
• Able to make time for Reflection
6. Definition
Reflection is a metacognitive process that
occurs before, during and after situations
with the purpose of developing greater
understanding of both the self and the
situation so that future encounters with the
situation are informed from previous
encounters.
7. What is reflection?
Exploration / examination of ourselves and our
actions (often written but also spoken)
• Considered (having been thought about carefully)
• rational, unemotional*
• in relation to theory / wider context / other
perspectives
Why do it?
• to develop understanding / learning / skills
• and give us a path by which to move forward
*(even though it often deals with feelings, reactions and emotions)
9. Contexts and purposes
• Episode / experience/ process
• Short/specific e.g. lesson we have taught,
procedure we have carried out
• Longer process e.g. project work, group work,
course, client-practitioner relationship
• Critical incident
• Positive or negative
• your own development, e.g. skills,
strengths, challenges (may also be required for education or
work)
10. When do you need to reflect?
• Everyday events
• Positive experiences
• Negative experiences
• Eventful incidents
• Unusual incidents
• Routine activities
• Important events
• Meaningful events
11. How to reflect
• What happened?
• What did I need to do?
• How did I perform?
• What did I think/feel?
• Why did I think or feel this way?
• How did my thoughts/ feelings affect
others?
• What are consequences?
• How can this help me in the future?
12.
13. Description
• Where was I?
• Who else was there?
• Why was I there?
• What was I doing?
• What happened?
14. Feelings
• How was I feeling at the beginning?
• What was I thinking about?
• What did other people’s actions make me
think / feel?
• How did I feel about the outcome?
• What do I think about it now?
15. Evaluation
• What was good about the experience for
me, the patient, others?
• What was bad about the experience for me,
the patient, for others?
16. Analysis
• ‘Breaking it down’
• What did I do well / not so well?
• What did others do well?
• Did it go as expected?
• Why / why not?
• What theory / research helps me
understand the experience?
17. Conclusions
• Could I have done anything differently?
• What are the key things I have learned from
this incident - about me, my performance,
others and their performance?
18. Action Plan
• What would I do in a similar situation in the
future?
• What aspects of my knowledge / skills could I
develop?
• How will I do this?
• What goals can I set myself for the future?
• What outcomes / competencies do I need to
focus on now?
19. What you gain from reflective
writing
• Helps you learn from experience
• Helps you build on your expertise
• Developing your expertise is an important
aspect of evidence based practice
• Reflective writing can be used as evidence
to include in your portfolio to help you
achieve your placement outcomes
20. References
• Atkins, S. and Schutz, S. (2008) 'Developing the skills for
reflective practice', in Bulman, C. and Schutz, S. (eds.)
Reflective practice in nursing. 4th edn. Chichester:
Blackwell Publishing, pp. 25-54
• Elbow, P. (1973) Writing Without Teachers. New York:
Oxford University Press
• Gillett, A., Hammond, A. and Martala, M. (2009)
Successful academic writing. Harlow: Pearson Education
Limited.
• Jasper, M. (2003) Beginning reflective practice.
Cheltenham: Nelson Thornes Ltd
• Moon, J.(2006) Learning Journals: A Handbook for
Reflective Practice and Development. (2nd edn.)
London: Routledge
Something that happened that is, in some way, significant
For you personally,
Or in a wider context
and that you can learn from by considering it more deeply
It does not have to be earth-shattering
It can be either positive or negative
Ability to give effective account > others understand what happened as you saw it:
Pick relevant, significant detail: right amount
Writing = clear, concise, well structured
Objective rather than emotional: thoughts & feelings are recorded rather than colouring account
