Reflective Practice E portfolio

By: Rose Gordon
ROAD TO
TRANSFORMATION

In order to assess myself to see how much I have grown, I must do some
reflecting to evaluate those qualities I possess that will make me a successful
reflective practitioner, effective teacher and leader. To begin I must ask myself
some piercing questions such as:
What one quality would my students, colleagues and critical friends use to
describe me in terms of my behaviour and relationship towards them? I must
reflect on the course Reflective Practice in Action and critically assess myself
against the principles of reflective/reflexive practice by questioning:
Were my postings for learning activities reflexive in nature?
REFLECTING ON SELF

Did I use feedback from my facilitator to improve my writings?
Did I show ethics of care towards others by assisting them to solve problems?
Did I make attempts to build relationships in the learning communities?
Did I do continuous self-assessment in order to examine my progress towards
commendable learning behaviours and professional practice?
Did I display self-management in terms of pacing based on schedule and guidelines since
starting the course?
Analyzing the work done since embarking on this course, I realize that my strength lies in
assisting others to solve problems, building relationships through teamwork, using
reflection as a means of learning and making connections between an event and my
knowledge. My limitations however lies in being committed in carrying out critical
reflection on action to break the vicious cycle of blame and innocence in order to control
what looks like chaos.
Therefore the way forward is to develop the habit of critical reflection as it is crucial for my
survival in the classroom as it will help me as a teacher to constantly research how my
students perceive my use of experiential methods such as journals, portfolios and logs.

In January 2015, I started the course in Reflective Practice in Action with the hope
that this course will allow me to create lasting change in my individual life as well
as the various communities with which I interact each day. While I was privileged
to work as a learner practitioner and leader in learning communities through my
time with the collaborative task and interaction with the activities in the course
units I should emphasize that these communities have given much to me as I gave
to them. My identity as a leader, learner practitioner and as educator deeply
influenced my entire experience and continues to affect the entire aspect of my
being.
This portfolio is a culmination of a term’s work and struggle to understand the
principles of reflective/reflexive practice in a broader social context. It is created
basically as a means of showing my growth on change overtime, to track the
development of performances, to document progress towards reflective standards
and to document achievement for grading purposes. It will also serve as a means
for reflection of progress toward striving to become a successful reflective
practitioner.
INTRODUCTION

My mission as a reflective practitioner encompasses four different aspects of
my belief. My sincere hope is that through my daily work I will be able to be
reflective on my practice and humble enough to:
.Acknowledge that power is wielded most effectively when it is used
responsibly by people who are attuned and engaged with the needs and
interest of others (Keltner 2007).
Apply principles of reflective/reflexive practice to analyze complex systems
of importance to society.
Experiment with the in-depth theorists perspectives of reflective practice in
order to create social structures and solve complex problems.
Collaborate willingly with colleagues and peers in order to solve complex
problems.
PROFESSIONAL MISSION
STATEMENT

This portfolio is developed to:
Provide evidence of successful performance and areas for further
improvement.
Record my reflective practice development activities I have undertaken and
the impact they have on my learning.
keep ongoing record of my achievements toward reflective practice.
PORTFOLIO OBJECTIVES

Before the selection of evidence for inclusion in this portfolio, the
requirements in the course guide were given careful scrutiny. The assessment
criteria was used to judge the quality of artifacts that should be placed in
there. Discussion was carried out with group members and research done in
order to decipher the meaning of the criteria. In collecting the data some
questions were asked such as:
1.What sources of evidence should be used?
2.How can sense be made of the evidence that is used?
3.Where in the evidence shows reflective practice development?
4.How do they show record of achievement towards reflective practice?
ACTION TAKEN TO ACHIEVE
OBJECTIVES

During the period of construction I had to ask piercing questions such as:
1.How do the artifacts define the evidence of successful performance and
portray my reflective practice development activities?
2.To what extent do they give rise to the understanding of critical progress?
The criteria was constantly used to measure evidence as I came up with the
answers for these questions .I had to demonstrate skills such as awareness of
personal learning needs, understanding of the criteria of quality and the
manner in which this quality is revealed in my work in order to ensure that the
objectives outlined were met.

The selection of evidences included in this portfolio will allow for a glimpse
into my reflective/reflexive development. They show the connections between
course material, my degree of understanding, knowledge and performance as
it relates to reflective practice. Artifacts are selected for inclusion because they
provide evidence of progress toward selected theme outcomes. Each item was
selected because it add some precise information related to the attaining of
course objectives.
JUSTIFICATION OF ARTIFACTS

Measuring my steps to transformation

THEME 1
Reframing perspectives of reflective
practice

This unit has given me the opportunity to assess the eagle. I came up with
success qualities such as resilience, courage, vision, adaptability and patience
that can be attributed to it. I have learnt that in order to achieve I have to be
like this bird and use my physical characteristics in order to gain insight,
freshness and energy for learning. I have learnt that I have to combine
communication skills, go beyond recall, apply my thinking skills and analytical
skills in order to successful achieve the objectives in the learning process. I
learnt through the activities that reflective practice is a practical activity which
requires me to be involved in the process of searching inwardly for practical
purposes. It includes a practical application of a process, methodology, way
of life and practical application of a process.
TAKING MY FIRST STEP

Some theorists of reflection / reflective practice learnt about ore Moon
(1999), Schon (1999), Kolb (1984), Reid (1994), Dewey (1933) and Gibbs
(1988). I learnt that there has been interest in the area of reflective practice
for a very long time. By exploring the readiness activity I analyzed that the
character is thinking about what was learnt about scope of practice in order to
solve a problem based on earlier exposure. I have learnt that what was done
previously has not changed and the focus is still on how far I will go in
applying the principles of reflective practice. In addition I now realize after
assessing the different perspectives on reflection / reflective practice that all
individuals focus on the nature, value and scope of reflection as personal and
professional practice. Lastly, I learnt that in choosing a perspective I must
assess how it will impact my development and practice. I should also analyze
its strength and limitations in term of how it will contribute to the
development of myself and others.

Hi Rose,
Your presentation confirms that you are aware of the nature and purpose of
reflective practice. You acknowledged the theorists which is a mark of respect for
their contribution and you also did some self assessment. One suggestion that you
should think deeply about and give a try, is to share your prior knowledge and/or
gaps in understandings, skills and disposition as a part of the reflective writing
process so that the change or growth can be more obvious. This means that
whenever you mention that you learned, you should explain the situation before
learning and after learning as this validates your claims. It also minimizes repeating
the material read and enhances application.
In closing, do not forget to include examples and supporting theories.
All the best.
CloverF
FEEDBACK FROM E-TUTOR

Re: Evidence of Engagement and Learningby Rose Gordon - Thursday, 29 January 2015,
11:46 PM
Hi Vidya,
After completing activity 1:7 which required the unscrambling of the names of the theorists,
I also came up with names such as Moon, Schon, Kolb, Reid, Dewey and Gibbs. My analysis
showed that although each theorist has a personal perspective of refection and reflective practice,
each perspective compliments / or further clarifies the perspectives of others. This is evident in
the case of Schon whose work on reflective practice epitomizes the characteristics of a theory
and practice of learning which is based on reconnecting ideas and experiences through
reflection. His early research was however influenced by the writing of John Dewey (Vince &
Reynolds n.d.). In the nursing field, one of the models of reflection most commonly cited in
Gibbs reflective cycle which proposes that theory and practice enrich each other with a never
ending cycle was built from Kolb's experiential learning cycle (Finlay n.d.). From this activity I
learnt that reflective practice has burgeoned over the last few decades throughout various field of
professional practice and education (Finlay n.d.). In addition I have learnt that learning,
transformation and empowerment are all critical themes in the discourse of reflective practice
and education (Unit 1, p.14).
SHARING WITH PEERS

What are some of the success qualities you would attribute to the eagle in
activity 1:1? I came up with success qualities such as resilience, courage,
vision, adaptability and patience. The physical features to support my
responses are its eyes which I believe allows it to be observant and gain insight
as it soars to new heights; its feathers which allows it to be courageous while it
soars and also adapts to its surroundings; its feet which allows it to be patient
and resilient while it stands and view its surroundings to learn all that lies
within. I have learnt that in order to achieve, I have to be like this bird and use
my physical characteristics in order to gain insight, freshness and energy for
learning (Unit 1, p.4).

As I flash back to activity 1:3, I must say that my explanation of reflective
practice is a way of studying your own experiences to improve the way you
work. It is a way of engaging in a continuous cycle of self observation and self
evaluation in order to understand your actions and the reactions you prompt in
yourself and in learners. Brookfield similarly believes through the four lenses he
proposed, that these lenses correlate the process of self reflection, student
feedback, peer assessment and engagements with scholarly literature (Miller 2010).
My analysis is reveals that we both believe that the true nature of reflective
practice is to become critically reflective by examining our own biographies both
as learners and teachers. I have learnt that in order to develop the attributes of a
reflective practioner. I have learnt that in order to develop the attributes of a
reflective practioner I must be constantly engaged in self observation and self
evaluation in order to ensure that I do not portray the actions that are contrary to
what reflective practice entails.

As it relates to personalizing, I have learnt that the dynamic nature of
knowledge and the world can challenge personal preferences and ultimately
inspire change or stagnancy. I fully realize that stagnancy can cause negative
experiences such as frustration, doubt, confusion and tension (Unit 1, p.11). I
am now aware that constant assessment has to be made in order to address
these negatives. It is for such reason I prefer Gibbs perspective of reflection
and reflective practice as it encourages you to think systematically about the
phase of an experience or activity (Wooliams, Williams, Butcher, Pye 2009)

Re: Evidence of Engagement and Learning
by Rose Gordon - Tuesday, 31 March 2015, 11:05 PM
Hi Travia,
I must admit that prior to reading the in-depth theories of reflective practice;
I was of the understanding that reflection was based on only the
personal. However after reading these perspectives I realized that reflection
takes in more than how you view yourself but also how you are viewed in the
eyes of your peers, students and all those you interact with in all during
spheres of life.
It is for that reason I have changed my perspective as I realize I should now
pay attention to my students feedback and peer evaluation to critically
examine my biography as learner and teacher.
SHARING WITH PEERS

Hi Rose,
Your presentation confirms that you are aware of the nature and purpose of
reflective practice. You acknowledged the theorists which is a mark of respect for
their contribution and you also did some self assessment. One suggestion that you
should think deeply about and give a try, is to share your prior knowledge and/or
gaps in understandings, skills and disposition as a part of the reflective writing
process so that the change or growth can be more obvious. This means that
whenever you mention that you learned, you should explain the situation before
learning and after learning as this validates your claims. It also minimizes repeating
the material read and enhances application.
In closing, do not forget to include examples and supporting theories.
All the best.
CloverF
E-TUTOR FEEDBACK

Before being engaged in research on the various perspectives of reflective
practice and critically assessing them to realise their strengths and limitations,
my perspective was that reflective practice is a process for self-observation
and evaluation. It did dawn on me that it involved much more than being
engaged in continuous reflection but also evaluation from my students and
peers. It was not until I assessed Fenwick's Experiential Learning and
Brookfield's four lenses that I realised that I should also pay keen attention to
my students feedback and peer evaluation to critically examine my biography
as learner and teacher. I did not see it as a process which takes in the
reactions I prompt in learners due to my actions. However, after realising that
the reading of literature was necessary in the process, I carried out further
research which has changed my perspective.
MOVING TOWARDS GROWTH

I now see reflective practice as a process which involves reflection - in-action
where one make use of a repertoire of theories, examples and actions to new
thoughts and sensations occurring in the present moment which can be
trained by meditational practices. It also involves reflection-on-action where
one look at the event or problem and how it was dealt with afterwards. I
change my perspective because I now realise that effective learning will not
occur unless I engage in reflection. In order to do this I must think of a
particular moment in time or an experience, ponder over it, and go back
through it. It is only by doing so I will gain insights into different aspects of
the situation (McClure n.d). I have learnt that reflecting is an essential
element of learning and in order to learn from situations there has to be an
engagement in reflection -on-action. )

I now realise that in order for me to be engaged in reflective practice I have
to be engaged in activities such as reflective writing in journals or diaries,
video and audio taping and critical incident techniques. By doing so, I will be
able to identify particular helpful or unhelpful behaviours. In order to learn
from an experience one has to keep a reflective diary as memory cannot be
relied upon for the detail of events (McClure n.d). I now understand that
reflection-in-action begins with the description of the incident therefore the
exercise of diary writing promotes both the qualities for reflection which
includes open mindedness and motivation and also the skills that are self
awareness, description and observation; critical analysis and problem solving;
synthesis and evaluation (McClure n.d

The way forward is to be more engaged in all these activities so that I will
be able to practice reflection-in-action and reflection-on-action, as just being
engaged in reflection-in-action can become stale and routinized. Reflection
on-action will prevent this as I will be involved in revisiting previous
judgement in an analytical way designed to make hidden knowledge explicit
(Harrison 2012).

Re: Discussion part 2
by Clover Flowerss - Monday, 16 February 2015, 1:00 AM
Rose: This presentation is one of quality. It is encouraging to see the application of feedback in the reflective
piece. I trust you and others will see the power of exploring the literature/theories to interrogate beliefs,
claims, views, decisions. It is also an example of self correcting once feedback and observed gaps are used to
improve the quality of work shared in the forum and in others areas of practice.
One recommendation I am making is that you consider the place of problem solving as a part of the
reflective process. This should entail taking strategic measures to treat gaps/limitations/undesirables and in so
doing, achieve your professional development goals.
In closing, congratulations for this insightful and rich post. You should be able to help others engage in the
kind of reflective writing that is conveyed in the standards of quality listed in the course guide.
NB: There is no turning back for you now!!
CloverF
E-TUTOR FEEDBACK

Most of the artifacts in this unit shows link to task and ideas from course unit.
Artifact on engagement to learning, however shows a lower level of reflexivity
REFLECTIVE COMMENT

THEME 2
Being a reflective practitioner

Prior to going through the activities in unit 2 my answer to the question would
have been a reflective practitioner. This is based on the fact that I have been told
by my co-workers that there have been some positive changes in my practice
especially as it relates to accepting diversity and treating the views of others for
what they are worth without being biased, because a perspective correspond with a
personal position or without giving credence because of position or power (unit 2,
p. 25).
From my own observation there has been improvement as I am now
engaged in a continuous cycle of self-observation and self-evaluation in order to
understand my actions and the reaction I prompt in myself and my learners in
order to improve the way I work. I am now engaged in doing a lot of reading in
order to gain more insight on how to develop the skills of critical analysis,
evaluation and deep thinking of a situation or experience in order to understand it
so that a solution can be arrived at.
EVIDENCE OF CHANGE

However, my engagement in activity 2:2 allows me to realize that I am still in the
developing process. I say developing because I had to source a definition of the
terms in order to present the definitions to the individuals. I was not even aware
of the importance of checking how comprehensive the definitions I received were
or the basic elements of meaning they convey, which is essential for transferring
lessons learnt. In fact, I am now realizing that there is need to be committed to my
approach to formulating definitions. This requires making a decision about how
comprehensive the definition is to be and checking to ascertain 'goodness' (unit 2,
p. 66). I now realize that meaning is both a process and a product and involves the
use of strategies to make sense of an experience whether it is lived or observed.
Therefore in order to reduce the gap, I have to commit myself to combining the
psychological, metacognitive, cognitive models, sociological and technological to
improve my practice.

By observing the image depicting transformation in activity 2:3, I am further convinced
that I am only a reflective practitioner. I realize that in order for me to be truly transformed
there has to be newness in appearance which does not only showcase physical qualities but
a difference in position. A truly transformed individual is one who perceives new meaning
to his life, to events, to number, to interactions between people (Dazko & Sheinberg 2005).
Therefore, in order to say that I am a reflective practitioner I would have to be an individual
who applies the principles of reflective practice to every kind of relationship with other
people. I would have a basis for judgement of my own decisions and for transformation of
the organization that I belong to. In order to start the transformation process I must first
admit to my limitations which is that mindset which hinders me from having the desire to
fully launch out on a journey that takes me beyond the unknown where I can challenge
belief, assumptions, patterns, habits and paradigms with the aim of continually developing
and applying management theory through the lens of the system of profound knowledge
(Dazko & Sheinberg 2005).

Therefore, the way forward is to have the urgency to change. This begins with
removing the mindset of holding on to the traditional and transitional types
of changes and embraces the transformational which will see my destination
as one of continually being transformed with no end state. In addition, is to
be committed, as a member of senior leadership to new thinking; learning and
actions that will result in a new system in my organization that is flexible and
moving forward.

Prior to completing activity 2:4, my evidence of being a role model was
based upon my awareness of some changes in mindset pertaining to my way
of thinking, feelings about circumstances, situations , relationships and overt
actions that convey characteristics of the reflective practitioner. There have
also been compliments regarding changes in my behaviour from co-workers.
The gap identified is that I have never carried out a meaningful research in
order to get genuine feedback from individuals from various groups. The
activity therefore, prompted me to start the process and my investigation
revealed that I draw on my repertoire of knowledge, skills and understanding
of a situation in order to change direction and as a result operates differently
at home and among other group members.

The limitation however, lies in getting frustrated when the situation gets real
problematic; the event is troublesome or the situation is unsettling and cannot
being resolved using standard operating procedures. The way forward is to
develop the attitude of the reflective practitioner and remove obstructing
feelings, examine the experience, absorb new information as a part of a new
search for better answers and more effective strategies. In addition, is to be
committed to action and reconceptualize, experiment and move into the realm
of theory and use new information to develop alternate theories and begin to
search for strategies (Osterman & Kottkamp 1993).

Re: Unit 2 Discussion
by Clover Flowers - Tuesday, 24 February 2015, 12:57 AM
Hi Rose,Thanks for sharing and for the comprehensive approach you used.
There is a major concern that I am suggesting we examine to get to the root
of the matter. This relates to the typical emotional style of dealing with a
problem. Why do you get frustrated and what exactly do you mean by the
term?
E-TUTOR FEEDBACK

Re: Unit 2 Discussion
by Rose Gordon - Thursday, 2 April 2015, 11:08 PM
Hi Miss Flowers,
According to the online dictionary frustration means a feeling that
accompanies an experience of being thwarted in attaining your goals. An
assessment as to why I get frustrated shows that it's whenever I am faced with
opposition when attempting to create a change, especially as it relates to a
change of the negative behaviours of individuals that hampers the
achievement of a particular goal. This results in a feeling of annoyance
especially when I am hindered from moving forward or criticized when
attempting to bring about a positive change.
SELF CORRECT

However, by engaging in research I have learnt that if individuals are
frustrated in achieving their aims, the most likely response is aggression. Such
individuals are motivated to be aggressive towards whoever or whatever is
standing in their way (Dealing with Aggression n.d). It did not dawn on me
that the term I used had such depth. I now realize the importance of paying
keen attention to words and their meanings. By looking up the definition of
this word I realize that this attitude should not be displayed by a reflective
practitioner. Therefore, the way forward is to use the strategy of taking a step
back, stop what I am doing, reflect on the actions I have taken so far and try
to come up with a new way of doing things instead of becoming annoyed. In
addition is to persist through the frustration and continue trying new things
until I reach my goal.

JUSTIFYING CLAIM ABOUT SELF
My interaction with the course units has allowed me to put forth the claim that I
am a developing practitioner who is committed to new thinking, learning and
actions. Therefore in order to show this commitment I have taken a different
approach to reflection. This means I now place reflection as central to my
response to others in an interpersonal interaction (Brad, Frost, Kilminister, Zukas
2010).
This approach results from my commitment to absorb new information, re-
conceptualize, experiment and move into the realm of theory and new
information. By taking time out to research I have learnt that if I am to change
work, reflection cannot be an individual matter. There is the need to go beyond
the independent worker or learner. Therefore I have started to ask myself the
questions: What about those with whom I work? Do they have a place in my
theorizing about reflection? What about the fact that I work with others in trans-
disciplinary ways? What is the relationship between reflection and other aspects
of my life which normally is not considered in work? (Bradbury, Frost,
Kilminister, Zukas 2010)

I have now turned towards a reflection that is less individualistic and with
more social understanding which involves practice itself and others implicated
in practice. In addition I have moved away from the previous concept I had
from engaging in the foundation course, that reflective practice is an
individual activity that largely comprises of problem analysis carried out alone,
to the more in depth perspectives. I now embrace the suggestions that
reflective practice entails engaging in reflective activities with an interpersonal
group dynamic, whilst advocating, protecting and encouraging concepts of
personal growth and even development of an inner life quest (Bradbury,
Frost, Kilminister, Zukas 2010).

As a result I have developed a learning relationship with others which is link
with the prime educational tool of dialogue. Through this learning
community I have been able to motivate others in order to make my task
easier to lead my group across the chasm that will take them from one era to
the next. The habit of getting frustrated came about because I was not aware
of the more in depth perspectives. Therefore I did not realize that there has to
be the same method of practice in all aspects of life even when the situation
is confusing and problematic. I have learnt that in a learning community it is
more about understanding your role as a leader and the requirements of
leading transformational change. It is about taking your people across the
chasm, into the "chaos of opportunity and towards the vision of new
paradigm (Sheinberg 2009).

In fact after assessing the basic elements of the meaning of frustration;
which means a feeling of being upset or annoyed as a result of being unable
to achieve something; and checking to ascertain how comprehensive it is,
there is now a different approach both to the terms I use and my practice.
The focal point of my practice now is to ensure that I create a profile that is
not individualistic but group based.

Artifacts shows a higher level of reflexivity as the identify standards of
reflective practice, that are violated they show link to literature and theories
REFLECTIVE COMMENT

THEME 3
Learning for Life in the Context of Professional Practice

Why would you believe someone who claims to be a lifelong learner but
complains about every challenge or opportunity for learning? Why would
you be described or not be described as such a person?
Lifelong learning is learning that is pursued throughout life and is flexible, diverse
and available at different times and in different places. It crosses sectors and
promotes learning beyond traditional schooling and throughout adult
life. Lifelong learning focuses on education for the future (LLCQ 2014). This
type of learning can instill creativity, initiative and responsiveness in people
thereby enabling them to show adaptability in post industrial society through
enhancing skills to manage uncertainty, communicate across and within cultures,
sub-cultures, families and communities and negotiate conflicts. Therefore its
emphasis is on learning to learn and the ability to keep learning for a
lifetime. Individuals engaging in lifelong learning accept it as an active meaning
making process which involves interactive dialogue or conversation with others
while focusing on the experiences especially during interaction with teens to learn
from them.
PROGRESS AS LIFELONG
LEARNER

Additionally such persons are constantly engaged in the reflective process in order
to create an environment that inspires social interaction that lead to a formation
of a community of learners who have a place and voice and experience a sense of
belonging (Unit 2, p.118). Therefore a lifelong learner is an Individual who seeks
to understand, through investigation and continuous research, the process of
learning and what it demands; shows an attitude of willingness to be engaged in
learning opportunities regardless of the situation that surrounds it especially as it
relates to working collaboratively; shows commitment to personal, professional
and organizational development; demonstrates reflective and reflexive qualities;
shows openness to share new ideas and willingness to work with others to learn
and to identify the need for learning for self and others especially when working
collaboratively in a group setting. Such individual will display the ethical values
associated with reflective practice which will guide their behavior and actions and
pattern of thinking not only at work but everywhere even in the carrying out a
collaborative task that is required for a course of study (Unit 2, p.136).

Lifelong learners therefore practice critical self and communal reflection for,
during, in and on action overall. A lifelong learner is characterized by his capacity
to respond flexibly to changing circumstances to learn throughout a career and to
integrate theory and practice to deal capably with previously unmet
situations. Such person embraces learning in a variety of formal, informal and
opportunistic settings (Bath & Smith n.d.). Therefore based on all that has been
learnt of such individual it would be difficult to believe one who says they are a
lifelong learner and complains constantly about the challenges faced especially
when working in a group setting instead of working with members to find
solutions to these. It is also difficult to believe those who complain that tasks
should only be done on an individual basis instead of collaboratively when such
learner is characterized as one who works collaboratively in a group setting to
change self, others and the organization. Overall it is difficult to believe a person
who complains about every challenge or opportunity for learning such practice is
contrary to the characteristics of a lifelong learner and reflective practice.

I would describe myself as a lifelong learner because I was not cognizant of
the definition for a lifelong learner. However I demonstrated my willingness
to keep learning by examining the online resources. As a result I came with
the definition that lifelong is learning that goes beyond that age where
individuals are educated in a formal or institutional setting. It is learning
where individuals seek to bring their knowledge up-to-date to keep with the
changing society. I believe that a lifelong learner demonstrates that learning is
achieved through changes in behavior that are evident to the observer. These
changes allow an individual to put forward contributions for the
development of others, the organization and the society at large. These
contributions are put forward without abuse of power when placed in a
leadership position.

Therefore I would describe myself as a lifelong learner not only based on the
attitude of engaging in constant professional development formally and informally
but by the characteristics I display. During the collaborative task I used my
leadership power during the learning process of the collaborative task to guide the
brainstorming process so that all members could make quality contribution for the
development of all members of the group. I am aware of this because of the
feedback I received from other group members after the collaborative
experience. I also showed openness during the group task to share new ideas and
demonstrated willingness to work along with others in order to learn for myself
and other members of the group. These attitudes are now practiced more in all
other spheres of interaction. Based on feedback from group members I realized
that I demonstrated respect and concern for self and others; demonstrated
sensitivity and work with others through the acknowledging and contributing of
ideas. Overall I am willing to accept and seek new challenges in learning whether
through formal, non formal or informal environments.

I am being prepared as I was made to understand through the readings in unit
3 that as leader of the group I should attend to the obstacles to the group's
learning like a referee. I also learnt that I should serve as the guide who helps in
mapping the pathway of learning. In addition I was made aware that I am a co-
learner in the process and therefore I should not only expect others to listen to my
ideas but I should be prepared to learn from others also. I was also made aware
of the importance of creating and sustaining an environment which inspires
interpersonal communication. I learnt that if I build this type of environment I
would be able to guard against the forces of power and status that can impede
development and learning of the group. Overall I was made aware of the barriers
and obstacles to learning which could include personal, cultural, technological,
social and psychological. I was further enlightened as to the way forward which
was to identify blind spots and create an action plan to help me to overcome these
barriers.

The readings in Unit 2, especially those on the more in-depth perspectives of
reflective practice, was a way of preparing me as these perspectives allowed
me to see the importance of collaborative approach to goal achievement. I
was made aware of the importance of engaging in reflective practice as a
communal focus rather than a personal or self focused (Unit 2. p.8).
All these charted the way forward for me as I made preparations for our task.

Re: unit 3
by Rose Gordon - Tuesday, 31 March 2015, 10:52 PM
Hi Nadia
I am of the belief that a lifelong learner especially one who accepts the principles of a reflective practice is
one who accepts every challenge or opportunity for learning especially when it places them in a situation
where they are able to gain new information that will help them to successful cope in a changing
society. Therefore if someone complains about every challenge and opportunity for learning then it is
difficult to believe that such person is a lifelong learner. Lifelong learning offers people the opportunity to
bring up to date their knowledge of activities which they had either previously laid aside or always try out
activities and pursuits that they had previously imagine were outside of their time or competence; or to work
at extending their intellectual honours by seeking to understand and master some of the recent cognitive
advances that have transformed their worlds (Aspin & Chapman 2001).
Therefore lifelong learners not only accept these opportunities that lifelong learning offers but also
demonstrated such trait as accepting and seeking new challenges in learning because they are self directed
learners. Such learners are complex thinkers who demonstrate creative thought; construct meaning, solve
problems, make and evaluate decisions using a variety of thinking strategies (Lifelong Learner Traits 2004).
SHARING WITH PEERS

Artifacts are reflective in nature, show links to task, literature and observation
of gaps
REFLECTIVE COMMENT

THEME 4
Reflective Practice in Team-Based Learning Contexts

What ideas can you integrate from the activities done so far to prepare for quality
life in group settings?
The idea of collaboration in order to put together ideas about a learning situation
that one created or experienced face to face to get feedback from others is one that could
be integrated into a group setting in order to prepare for quality life in such a setting. The
type of collaborating which encourages brainstorming to get the ideas brings people
together into the creative process and increases the social nature of the task (Berkeen
2004).
In addition is the idea of incorporating BISC in the process of reflection for action
before attempting the task. The application of BISC helps individuals to properly self
assess to determine how prepared they are in terms of prior knowledge, skills and attitudes
and in the selection of suitable material resources (Unit 1p.5). The self assessment that this
requires helps individuals to identify behaviours that will hinder the group or team from
successfully achieving the intended goal. As a result individuals will be able to put together
a plan of action in order to deal with these so that the group will be successful.
PREPARING FOR GROUP WORK

Another idea that I could integrate from the activities in order to prepare for
quality life in a group setting is that of engaging in the process of reflection
on action. The integration of this process is necessary as it will form the
important link between processing the new information and integrating it with
the existing understanding of the world around. It has the ability to help
learners in the group to clarify thoughts to gain insights and to deepen their
understanding of information that they receive (Ong n.d.).
The idea of reflecting as depicted in activity 4:4 allows for not merely
self evaluation but assessment from the observer. Team characteristics which
highlights the importance of team members sharing and understanding their
common goals is another idea that could be incorporated in order to prepare
for quality life in the group. This will not only help individuals to develop
personally. but act as glue that holds the group together.
PREPARING FOR GROUP WORK

Re: Collaborative Life as a Learner
by Clover Flowers - Sunday, 5 April 2015, 7:06 AM
Rose: Do accept commendation for your attitude to your work. This is seen in
your timely response to the tasks and your consistent effort to be more
strategic in your approach to tasks since you have started to use feedback. This
is seen in the following ways:
(1) Integrating some of the principles for quality post (linking to the task,
connecting to literature, pulling on ideas from the course material).
(2) Recognizing the contribution of the work of others to your development.
(3) Engaging in task analysis
E-TUTOR FEEDBACK

These are featured in this response which you can extend by using the
principles to look at yourself as a leader and learner to determine strides you
are making to grow/develop personally and/or professionally. Where you see
an area to be worked on, by sharing in a way that is safe, we can exchange
ideas about steps to take.
On another note, this discussion should have been completed before you did
the collaborative task as it was intended to prepare everyone for that process.
As a consequence, the item points to what you can or could do. Now that you
have completed the collaborative task, you can be reflective in using the
experience with the group you led to inform your response. Consider these
questions to see what your response would be like if taken from the
perspective of the leader of a team.

(1) What is noteworthy and what concerns do your reflective thoughts bring to the
fore and what is your response to these moments?
(2) What principles of team/collaborative learning did your team use that were
easy/difficult to apply? (3) How did you cope with challenges
(uncertainty/misunderstandings/puzzlements etc.)?
(3) What did you learn about yourself?
(4) What did you learn about team members that you could use to affirm them and
to validate the thoughts they took to the process?
(5) What new principles did you learn about teamwork ?
Note that I am looking froward to your answer to each question. Continue the
journey.
Regards
CloverF

Re: Collaborative Life as a Learner
by Rose Gordon - Monday, 6 April 2015, 8:36 PM
What is noteworthy and what concerns do your reflective thoughts bring to fore and what is your
response to these moments?
Prior to engaging into our collaborative task, as a team we engaged in a series of reflection on our past
experiences from working in groups and the learning environment of the foundation of reflective practice
EDLM1002. From these reflections it was noticed that the discourse about these environments was more
focused on the physical rather than the learning that should take place which was cause for concern. This
learning should be based on learning from the experiences in order to gain new insights and ideas that would
propel the way forward in the future, as it relates to solutions to problems and overcoming barriers and
obstacles to learning in the different context. Instead the focus was more on how messy, confusing, unpleasant
and unprofitable the environment was as it relates to reaching the goal of becoming a reflective practitioner.
Therefore as the leader, I had to ensure that as a team, we understood the principles of reflective practice and
revisit the more in depth perspectives of reflective practice in order to change the focus of the team, to one
that is on core values, learning, change, development and supportive conditions for collaborative problem
solving (Unit 4.p177)
.
RESPONSE TO E-TUTOR

In spite of this, it was remarkable to realize that as we embarked on the task,
team members were willing to integrate their preferred perspective of
reflection with that of the team. It is through this attitude we were able to
effectively negotiate in order to reach a decision on a common goal which was
to be transformed at the end of the process instead of that of merely getting
a good grade. Team members were also willing to share information and
knowledge and assume their responsibilities. This allowed me to seize the
opportunity to encourage team members to build relationships via other social
media in order to increase positive communication, raise morale, empower
team members and encouraged bonding. This was to allow us to learn more
about each other interest, skills, expertise and background

What principles of team/collaborative learning did your team use that was easy/difficult to apply?
How did you cope with challenges/uncertainty/misunderstanding/puzzlement etc?
During the collaborative task, the sharing of ideas and responding to others to improve thinking and deepen
understanding was one principle of collaborative learning that was easy to apply. In addition there was that of
positive interdependence where it was perceived that team members needed each other in order to complete
the group's task.
This allowed for the establishing of mutual goals and the promotion of each other's learning by helping and
encouraging efforts to learn.
However the principle of doing in depth outside reading and give in depth feedback on the team assignment
in a specified time was one principle that proved difficult to apply although efforts were done to do so. This
proved difficult because members were faced with various setbacks, emotional and physical challenges.
Another principle that was difficult to apply was that of establishing guidelines for mutual engagement and
the communicating of actions and outcomes in order to encourage accountability. In order to cope with the
challenges, I had to first show empathy for those who had challenges and apply the ethics of care as a means
of enhancing the development of the other members. In addition I had to continuously check progress,
collaborative with members to give new insights on task based on what was gained from resources and experts
in the area and make changes where necessary. As leader I had to take the responsibility for empowering and
supporting the life of the team. Therefore I had to lead by example and commit myself to researching
information and engage in collaborative reflections to improve measures for achieving communal goals.

What did you learn about yourself?
This collaborative task has allowed me to learn some interesting things about
myself. I realize that I have made great strides as it relates to when I started the
foundations of reflective practice course has been marked improvement in the
area of social skills such as collaboration, negotiation, communication; intellectual
skills such as the manipulation of technological skills such as the manipulation of
technological tools to produce and use required processes, moral and ethical
qualities such as integrity, and ethic of care, I have also come to realize that there
is need in the future to develop the attitude of establishing guidelines for mutual
engagement and outcomes to encourage accountability. Therefore the way forward
is to develop an action plan in order to make the necessary adjustments to ensure
optimum success. As a leader and teacher it is therefore necessary to research the
skills and tools that are required to create a strategic plan. In addition, I have to
ensure the formulation, execution and accountability of the strategic performance
of each team members' plans and initiatives (Mead n.d.)

What did you learn about team members that you could use to affirm them and to
validate the thoughts they took the process?
One important thing I have learnt about my team members is that they were not only
willing to fulfill their responsibility, but also gave serious thought about their roles,
objectives and the task. They displayed the ethic of care when other members were faced
with challenges. In the case of Ronnie and Travia who were faced with physical and
emotional challenges, kamla and Vidya showed willingness to assist them in order for us to
successfully complete the task. Team members were willing to be engaged in collaborative
reflections in order to improve their measures for achieving personal and communal goals.
They demonstrated maturity as they were willing accept the attitudes and behaviours found
that hindered collaborative learning in the past. As a result they showed respect to each
other as they performed their various roles and responsibilities. They were able to take an
open minded and respectful approach to the brainstorming of idea process as it was
channeled by my efforts. The overall focus of the members was more on communal
achievement. This was what led members to fill the gaps for those members who had
challenges. In situations where there were misunderstandings members were willing to
reflect and resolve problems without or discrepancies that led to unnecessary arguments.

What new principles did you learn about teamwork?
One such principle is that of group processing where the leader monitors the
group and give feedback as to how will the members are working together to
the group's success. Therefore the way forward is to ensure that this is done
whenever I work as a leader in a group setting and whenever I give my
students group tasks.
Another principle is that of accountability for contributing to the team. This
is significant as it ensures that there is high quality team performance.
Therefore the way forward is to ensure that I develop an effective system to
assess the team's performance. One such system is to do peer assessment, as
team members are typically the only ones who have enough information to
accurately assess one another's contribution (Michaelsen n.d)

Artifacts shows connections with theories and literature and ideas from course
units.
REFLECTIVE COMMENT

THEME 5
Becoming a Reflexive Practitioner

Of all the activities you have done for this unit, which one impacted you
the most and why.
Use examples and references theories to support your answer
The activity that impacted me most was activity 5:4 which required me to
identify categories of barriers to reflexive practice. It is really amazing how
much this activity brings out as it relates to barriers to community of
practice. These barriers include the political, cultural, psychological. By
exploring what these barriers entail I realized that when team members
embraced such beliefs as each person must do the part assigned and corporate
to get the work done, flexibility is stifled and collaboration through collective
co-labouring is inhibited.
REMARKABLE CHANGE

Additionally it is realized that if there is no set agreed on guidelines for operating
based on core values there can be a hindrance to the team performing as reflective
practitioners. Therefore this tells me that I will have to now ensure that
collaboration through collective co-labouring is done in my learning communities
in order to ensure that learning about other aspect that require application of
knowledge from other discipline is the focus of the learning community. I will also
have to ensure that there are set agreed upon guidelines for operating based on
core values (unit 2, 247). These guidelines provide the frame work for why
working as a team is important, task roles and roles in the group which
emphasizes important behaviours in effective team (Monash University n.d.). The
more clearly guidelines are defined especially as it relates to task roles the better
the chosen member will be able to perform the task. When a team has the right
mix of tasks that are well differentiated and integrated group members develop a
sense of cohesion and team spirit, and each can see where their particular role fits
with the objectives of the group as a whole (Monash University n.d.).

This activity has increased my capacity as such that I am now aware that
groups pass through a sequence of five stages which are defined as the
forming, storming, norming, performing and mourning. I now realize that
each stage depends on an important factor which is leadership. I am also
cognizant of the fact that many groups do not develop beyond the storming
stage because they lack the ability to listen to each other and find mutually
acceptable resolutions to major issues. This tells me I have to ensure that
whenever I am formally appointed as leader in a group I must be an effective
leader who focuses on the group resources to solve problems (Monash
University n.d.). By so doing I will allow the team to reach the performing
stage where it can establish its interpersonal norms and become an entity
capable of diagnosing and solving problems and make decisions.

The activity has also allowed me to gain more insight on the value of
reflection before action, during action and after action. I now realize that this
is the only way one can examine their nature of practice in a learning
community or team of which you are a member. The fact that reflection
involves reliving and rerendering to determine who said what and did what,
how, when and where allows for those in the learning community to gain
insight about something not noticed in time and to pinpoint when the detail
was missed. It allows for examination of scenarios from as many angles as
possible especially as it relates to people, relationships, place, timing,
chronological casualty and connections in order to make situation and people
more comprehensible (Bolton 2009).

Therefore I will now have to ensure that I make reflection a critical element
of team learning in all learning communities as individuals need to get beyond
the notion that to reflect is self indulgent or painfully critically thinking about
ourselves. As learners in our learning community it is helpful to reflect in
order to locate the white pawn which is me, clearly, boldly and critically within
the four-dimensional chess game of our life and work (Bolton 2009). As
practitioners we need to take responsibility for our actions and values and our
share of responsibility for the political, social and cultural situations within
which we live and work.

Most importantly it allows me to ask myself questions as to how dedicated I
am to the development of reflexive practice. In my search for answers I
found that there is still need to provide the opportunity for those in the
learning community to find ways to pool the available resources within the
community through sponsorship or partnering with others. Therefore the way
forward is to help team members to develop the attitude, skills and knowledge
needed to solicit external support especially from other groups to compensate
for the lack of resources in specific areas (unit 5, 249). In addition it has
increased my awareness of the importance of encouraging and ensuring that
we develop the attitude of through the mirror writing as this enables not only
reflection but reflexivity. To be reflexive allows us to examine how we
seemingly, unwittingly are involved in creating social or professional structures
counter to our values.

Therefore for the future, I must ensure that in my learning community this
type of writing is encouraged as it allows us to become aware of the limits of
our knowledge and how our own behavior plays into organizational practices
and why such practices might marginalize groups or exclude individuals. By so
doing we will recognize how active we are in shaping our surroundings, and
begin critically to take circumstances and relationships into consideration
rather than merely reacting to them and help review and revise ethical ways of
being and relating.

Re: Rationale for Choice
by Clover Flowers - Sunday, 26 April 2015, 7:32 AM
Rose: Your response shows that you examined self and made some decisions.
I trust you will be able to follow through on your plans. You must experiment
with some of the ideas you get from the readings/theories. One skill and
attitude that grabbed my attention from your work is that of listening. Are you
a reflective listener?
E-TUTOR FEEDBACK

Re: Rationale for Choice
by Rose Gordon - Tuesday, 28 April 2015, 11:50 PM
Are You A Reflective Listener?
By watching the video clip Motivation Interviewing, I realized that the reflective listener
tried to clarify and restate what the person was saying. He tried to understand the feelings
contained in what the other person was saying and not just the facts and ideas. This brings
me back to the situation where I carried out a similar process in dealing with Kamla's
situation without even knowing that this is the process used by a reflective listener. In fact,
I was not so familiar with the terminology reflective listening. I was however able to
respond to her with acceptance and empathy instead of indifference, cold objectivity or
fake concern. I must admit that the behaviours I displayed during this time was as a result
of my interactions with the readings on the different theories of reflective practice done
during the course Foundation of Reflective Practice and this one. I have therefore been
practicing these principles of reflective practice which have allowed me to be able to
understand the recipient of help from the recipient internal frame of reference rather than
my preferences.
RESPONSE TO E-TUTOR

By looking back I now realize that there were some principles of reflective
listening that I portrayed during the situation, because I did not only do more
listening than talking but responded to what was personal rather than to what was
impersonal, distant or abstract. As a result I was able to get Kamla to remain at
the personal level while we explore further aspects of her experience. This
resulted in her being able to improve her understanding of the situation and
develop a more realistic and active approach into solving the problems she
encountered. By reflecting on the question asked I now realize that there is a lot
of work to be done as reflective listening must become a central and continuous
part of my practice. I am now fully aware of the dangers associated with reflective
listening, especially that of stereotyped reactions which falls into my limitations
list. My completion of the little quiz allowed me to be more cognizant of the type
of responses that represents reflective listening. I have therefore chosen the
responses:

·You were discouraged when Joyce did not listen?
·You're worried people will think you are a slacker?
Therefore the way forward is to ensure that I practice the technique of
reflection consistently in order to develop the principles of reflective listening
especially since I am now exposed to all that it entails. I will now have to
ensure that I adopt the "therapist's hypothesis” and hold the belief that the
capacity for self-insight, problem-solving and growth resides primarily in the
speaker. (Fisher n.d)
I am happy that I could be a source of help and inspiration to Kamla.

Artifacts identifies core values of reflective practice being observed and point
out rich insights that are valuable
REFLECTIVE COMMENT

Reflection is a way in which professional bridge the theory –practice gap.
Reflection enables one to uncover knowledge in and on action . Practitioner
develop practical knowledge and working intelligence as they make sense of
their work in theoretical ways. Reflection raises awareness that enlivens and
charges practice. (Deutsch & Sherwood Freshwater, 2005). Evidence suggests
that reflection benefits learning by integrating theory and practice. It also
shows that it promotes intellectual growth because it is cyclical rather than
linear. It also develops skills that make practitioners more confident. (Duetsch,
Freshwater & Sherwood 2005) . Reflection on action is retrospective and allow
practitioners to recount an event in order to discover the knowledge used by
analyzing and interpreting the information recalled.
EQUATING REFLECTIVE PRACTICE
WITH PROFESSIONAL PRACTICE

The primary benefit of reflective practice for teachers is a deeper
understanding of their own teaching style and ultimately greater effectiveness
as a teacher . Other specific benefits include the validation of a teacher’s
ideals, beneficial challenges to tradition, the recognition of teaching as artistry
and respect for diversity in applying theory to classroom practice. Reflecting
on teaching is frequently cited as a fundamental practice for personal and
professional growth. Although for many it remains a slightly woolly, abstract
concept with no real practical benefit. Because there is no teaching template,
competent academics continually reflect on their teaching, critically analyzing
and evaluating their own practices, taking the opportunity to learn from each
teaching session. (Surgenor2011)

Through reflection, teachers are made aware of the theory and motives behind
their own teaching, reflect on this and take deliberate steps to develop. Reflecting
at this point will result in pulling practitioner out of “auto pilot” causing them to
focus on some part of their teaching (Surgenor 2011). Since we rarely have full
awareness of what we are doing and since we frequently misread how others
perceive our actions, an uncritical stance towards our practice sets us up for a
lifetime of frustrations. Our inability to control what looks like chaos becomes, to
our eyes, evidence of our incompetence (Brookefield 1995). In order to break the
vicious cycle of blame and innocence is the main reason why I should develop the
habit of critical reflection as it is crucial for survival. Although a critical reflective
stance might not win us a teachers easy promotion or friends, it helps us to avoid
feelings depressed when their democratic and respectful behaviour towards
students and colleagues are interpreted as manipulative and aloof. It also increases
our chance of survival in the classroom with enough sense of purpose to have
some real effective impact on those they teach. By being committed to critical
reflection will help me as a teacher to constantly research how my students
perceive my use of experiential methods such as journals, portfolios and logs.

MY INVOLVEMENT IN THE TEAM
BASED COMMUNITY

Benefits of Collaborative Learning
Collaborative Learning allowed for me to take full responsibility for working
together, building knowledge together, changing and evolving together and to
improve together. The fact that we were actively engaged in debating and
negotiating ideas within our learning community increased my interest in
learning and encouraged me to become a critical thinker and a reflective
leader. This type of learning allowed for me to realize my strengths which lie
in assisting others in solving problems, building relationships through
teamwork, making connection between an event and my knowledge,
combining various resources to enhance learning, critically analyze the
different description of terminologies and using reflection as a means of
learning.
COLLABORATIVE LEARNING

SHOWING EMPATHY AND ETHICS
OF CARE

e-tutor presentation-a must read
by Rose Gordon - Monday, 2 March 2015, 3:36 PM
Hi group members,
It is of vital importance that you read this presentation as it is a guide to
successfully achieving our objectives of becoming New Era
Reflectors.Remember to go back through the perspectives of reflective
practice in unit 1 and keep working to complete the activities we discussed
when we met.Remember our theme "If you believe it you can achieve it"

Re: e-tutor presentation-a must read
by Vidya Baron Dookheran - Tuesday, 3 March 2015, 10:03 PM
Noted Rose!
by Clover Flowers - Thursday, 5 March 2015, 12:17 AM
Rose: Continue to lead and in doing so, live the reflective-reflexive life.
CloverF

by Ronnie - Thursday, 5 March 2015, 8:59 AM
Sure thing Rose.
I have already started re reading. I think that our session has given me some
serious motivation. I feel more comfortable now Rose. Many thanks to you
and continue to direct us even as we work together to make it to the end.

by Travia Tyson - Friday, 6 March 2015, 1:15 AM
Hi Rose
Thanks for the heads up. I believe we have chosen a great leader for our
group. Since we have began meeting I have gotten a better perspective of this
course.
I look forward to successfully completing this journey with you and my other
group members.
Regards
Travia

by Kamla - Sunday, 8 March 2015, 1:36 PM
Hi Rose
Thanks for the encouragement! I like working with you guys!

My final assessment of creating a portfolio summarizing everything I had
learned and would need to demonstrate in my future practice as it relates to
reflective practice. It shows my strengths of writing reflexively and working
effectively in a team based learning community. It has given a variety of
examples of situations in which principles of reflective practices have been
exhibited. This background shows that I will be able to provide a supportive
environment that will facilitate reflection not only in students learning but as
an outgoing strategy to improve practice.
CONCLUSION

Aspin D & Chapman J. (2001) Lifelong learning: concepts, theories and values
Retrieved from: https://www.google.com.jm/webhp?sourceid=chrome_.instant&ion=1&espv=2&1e=UTf-
8#q=Aspin+andChapman+conceptaftlifelonglearning
Bath M.D. & Smith D. C. (n.d.) The relationship between Epistemological beliefs and lifelong leaning
Retrieved from: www.98.griffite.edu.au/dspace/bitstream/handle/10072/25646/56341_1.pdf?sequence=1
Berkeen S. (2004)How to run a brainstorming meeting
Retrieved from: scottberkun.com/essay/34-how-to-run-a-brainstorming-meeting
Bolton G. (2009) Reflective and Reflexivity: What and Why
Retrieved from: www,uk.sagepub.com/upm-data/32441_01_Bolton_3e_ch_01.pdf
Bradbury H., Frost N., Kilminister S., Zukas M. (2010) Beyond Reflective Practice: New Approaches to
Professional Lifelong Learning
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from: https://books.google.com.jm/bods?ld=kynyfUwvXWEC&pg=beyond+reflective+practice+roufledge&
source=bl&ots=7t16Sys8NZ&Sig=ixnKY3xl
REFERENCE

Davis A. & Mahieu L.P.
Assessment for learning: Reconsidering Portfolios and Research Evidence
Retrieved from: electronicportfolios.org/af1;Davies%26LeMahieu.pdf
Daszko M & Sheinberg (2005)
Survival is optional
Retrieved from www.mdaszko.com/thoeryoftransformation_final_to_short_article_apr05.pdk
Harrison J. (2002) Chapter 1 - Professional Learning and the Reflective Practitioner:
Retrieved from www.sagepub.com/upm-data/49808_02_Dymoke_ch_01.pdf
Jewel M, Marczak M. & Horn M. (n.d.)
The use of Portfolio Assessment in Evaluation
Retrieved from: methodenpool.un1-koeln.de/portfolio/use%20OF%20PORTFOLIOS%20IN%20EVALUATION.htm
Keltner D. (2007)
The Power Paradox
Retrieved from: greatergood.berkley.edu/article/item/power_paradox
LLCQ (2014) What is Lifelong learning?
Retrieved from: www.org.au/01/cmc/details.asp?ID=12

McClure P. (n.d) Reflection on Practice:
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fromc.w.routledge.com/textbooks/9780415537902/data/learning/8_Reflectio
n%20Practice.pdf
Monarch University (n.d.) Learning effectively though group work
Retrieved from: www.eng.monarch.edu.au/current-
students/download/groupwork.pdf
Ong R. (n.d.)The role of reflection in student learning: a study of its
effectiveness in complementary problems and learning environments
Retrieved from: www.myrp.sg/cd/research./papers/role_of_reflection-
in_student_learning.pdf

Osterman F.K. & Kottkamp B.K. (1993)
Reflective Practice foe Educators
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from: www.itslifejimbutnotasweknowit.okg.uk/files/Refpract/Osterman_Kottkamp_extract
pdf
Reflection (n.d)
Retrieved from
edutechwiki.unige.ch/en/Reflection#sch.c3.Bon.275_model_of_reflective_practice
Sheinberg S. (2009) Leading Transformation
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sheilasheunberg.com/index.php?option=com_content&vein=article124&Itemid=79
Teaching and Learning Portfolios (n.d.)
Thoughtfully Presenting yourself for a successful faculty career
Retrieved from: delta.wise.edu/certificate/portfolio_guidebook.pdf

Unit 1 (2014). Reframing Personal Perspective of Reflective Practice.
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from http://2014.tle.courses.open.uwi.edu/pluginfile.php/49074/mod_resourc
Unit 2 (2015). Being a Reflective Practitioner: The Identity Issue.
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from http://2014.tle.courses.open.uwi.edu/pluginfile.php/49086/mod_resource/
content/7/EDLM2008_Unit%202_final.pdf
e/content/8/EDLM2008%20
Unit 3Learning for Lifelong in the context of Professional Practice.
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from http://2014.tle.courses.open.uwi.edu/pluginfile.php/49095/mod_resource/
content/5/EDLM2008_Unit%203_rev_draft.pdf
Unit%201-FINAL.pdf

Unit 4 Reflective Practice in Team-Based Learning Contexts. Retrieved
fromhttp://2014.tle.courses.open.uwi.edu/pluginfile.php/49104/mod_resour
ce/content/6/EDLM2008%20Unit%204-March14.pdf
Unit 5 Unit 5 Becoming a Reflective Practitioner
Retrieved from
http://2014.tle.courses.open.uwi.edu/pluginfile.php/49114/mod_resource/co
ntent/6/EDLM2008%20Unit%205%20%E2%80%93%20draft%20%281%29.
pdf

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