The document discusses reflective writing and two models of reflection: the 3 Ws model (What, So what, Now what) and Schön's model. Schön's model proposes two types of reflection - reflection in action, which occurs during an event by thinking on one's feet, and reflection on action, which occurs after an event by taking time to reflect. The document provides examples of applying both models and critiques of Schön's work. It instructs teachers on setting up reflective writing blogs and topics to reflect on, and concludes by having teachers assess their own learning.
An academic presentation on the integrative and interactive systematization of theory and practice that relates teacher education and critical thinking.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
An academic presentation on the integrative and interactive systematization of theory and practice that relates teacher education and critical thinking.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
An overview on commonly used reflective models for education (or practice based areas). This includes the strengths & weaknesses of each to enable practitioners to select a framework that meets their needs.
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.
Reflective Practice, Collaboration, and Stakeholder CommunicationTiffany Smith
This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective writing for HEA fellowship for librarians Jennifer Rowland
Presented at an ARLH-YH training day for librarians at Huddersfield University, 2018: approaches to reflective writing in the context of an AdvanceHE Fellowship application, with examples
Introduce your topic and the point you plan to make about your experience and learning. Develop your point through body paragraph(s), and conclude your paper by exploring the meaning you derive from your reflection. You may find the questions listed above can help you to develop an outline before you write your paper.
An overview on commonly used reflective models for education (or practice based areas). This includes the strengths & weaknesses of each to enable practitioners to select a framework that meets their needs.
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.
Reflective Practice, Collaboration, and Stakeholder CommunicationTiffany Smith
This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective writing for HEA fellowship for librarians Jennifer Rowland
Presented at an ARLH-YH training day for librarians at Huddersfield University, 2018: approaches to reflective writing in the context of an AdvanceHE Fellowship application, with examples
Introduce your topic and the point you plan to make about your experience and learning. Develop your point through body paragraph(s), and conclude your paper by exploring the meaning you derive from your reflection. You may find the questions listed above can help you to develop an outline before you write your paper.
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• 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.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
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Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docxclairbycraft
MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- to 6-page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theo ...
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Model Attribute Check Company Auto PropertyCeline George
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
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2. What you will do in this session
● You are going to explore some models of
reflection and have a go at one model.
● You are going to critique a respected model of
reflective practice and present your thoughts.
● You are going to set up a reflective writing
space on Wordpress
3. By the end of this session you will be able to:
All – Explain the What? So what? Now what? model of reflection
Most – Demonstrate the What? So what? Now what? model of reflection
Some – Appraise the usefulness of the What? So what? Now what? model of
reflection in your own practice
All – Describe Schön’s models of reflection
Most – Employ Schön’s models of reflection in your own practice
Most – Critique Schön’s models of reflection
All - Explain why reflective writing is important for professional development
Most - Explain how cooperative blogging can be an effective way to develop
Some - Adapt this practice to their own teaching
Have a look at your traffic light sheet and see what you already know.
4. Jumpstart Journal
What are YOUR goals for today’s session?
Take 2 minutes to write down what you want to get out of this session.
5. Reflective
Writing
As part of the eportfolio
modules you are required
to keep a reflective journal.
You will peer assess each
other’s journals in given
groups. Reflective journal
entries must be posted no
fewer than every two
weeks.
6. What will I reflect on?
You are required to reflect on the following topics in this module:
● Using reflection and feedback from others to improve your teaching
● Reviewing and extending your subject knowledge
● The role of English, maths & ICT in the subjects you teach
● Issues of equality, diversity and inclusion, both as challenges and
opportunities
● The 2014 Professional Standards and their place in your personal and
professional development
Adapted from the module guide
7. Other areas you may wish to reflect on
● Journal articles you have read
● Education news in current affairs
● Developments in your vocational area
● Peer observations and walkthroughs (you observing
another teacher’s practice)
● How what you are learning about in class (theory) fits with
your own teaching (practice) (theory + practice = praxis)
9. How to structure
your writing
When you write reflectively, use the three W's:
● What? (description)
What happened?
Who was involved?
● So what? (interpretation)
What is most important/interesting/relevant/
useful aspect of the event/idea/situation?
How can it be explained?
How is it similar to/different from others?
● What next? (outcome)
What have I learned?
How can it be applied in the future?
11. What? So what? Now what?
Your reflection needs to say:
● What happened, or What you did
(be brief here)
● So what? Why is it significant?
Critical analysis.
● Now what? Say what action you
will take based on your reflective
analysis
Remember, we reflect so that we can
improve our practice.
You have 10 minutes to write a brief
reflection on a critical incident that has
happened recently.
12. Donald Schön Schön describes professional practice as
complex and messy.
He suggests that the professional is
knowledgeable in a unique way.
The professional, he explains, demonstrates
‘knowing in action’, which becomes ‘reflection
in action’.
Reflection in action is being creative, thinking
on your feet, and being spontaneous.
It is linked to what Van Maanen (1995) calls
competent performance.
13. Donald Schön Effective reflection in action is born of
experience.
Experience is fashioned from reflection
on action - taking your time to reflect
after the event.
Think about the activity you just
completed - what? so what? now what?
That is an example of reflection on
action.
14. In summary:
Schön puts forward the concept of ‘reflection in action’ and ‘reflection on action’
Schön's suggestion is that there are two types of reflection, one during and one after
an activity or event.
Reflection in action:
● Experiencing
● Thinking on your feet
● Thinking about what to do next
● Acting straight away
Reflection on action:
● Thinking about something that has
happened
● Thinking about what you would do
differently next time
● Taking your time
15. Critique of Schön’s ideas
There are three main criticisms of Schön’s ideas
1. It is not always possible to ‘slow things down’ enough to think on your feet
2. Is it always wise for a teacher to disclose professional dilemmas & perceived
limitations in their own practice?
3. Do these models take into account things outside of the control of the
individual teacher?
Please discuss these in your group. You have 30 minutes to discuss the questions
and create a poster explaining your thoughts for each question. You will then
present your posters.
16. What have you learned?
Get out your traffic light sheets. Have a look at the learning outcomes and
mark yourself in the end of the session column. How far have you moved on?
Homework:
1. Using Jumpstart Journal as a prompt, write a reflective entry on your blog
2. Try to follow the other members of your blogging team on Wordpress
3. Read: Chapter 13 of Avis, Fisher, Thompson (2015)