A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
Characteristics of Critical Thinking, Importance of Critical Thinking, Elements of Critical Thinking Process, Principles of Critical Thinking, Types of Critical Thinking, Critical Thinking Skills, Critical Thinking Barriers
Characteristics of Critical Thinking, Importance of Critical Thinking, Elements of Critical Thinking Process, Principles of Critical Thinking, Types of Critical Thinking, Critical Thinking Skills, Critical Thinking Barriers
Learning theorist Graham Gibbs emphasised that "It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience, it may be quickly forgotten, or its learning potential lost..." If we take the time to step back and genuinely consider not just what happened but also so what and why - and how we felt as a consequence - then we can begin to generalise from our experience and develop new understanding which can be applied in future. In short, learning can then take place.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
This presentation is a great guide for students who are dealing the tensions of academic paper writing. Writing an academic paper could be hectic sometimes and in order to eliminate the hectic-making factors, this presentation states some very useful tips about it.
Visit for more info: http://www.papermoz.co.uk/assignments/buy-assignments/
• 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.
The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
This is a presentation explaining the process of writing reflective essays. It includes structuring the essay using a reflective model and suggestions for introductions and conclusions.
Learning theorist Graham Gibbs emphasised that "It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience, it may be quickly forgotten, or its learning potential lost..." If we take the time to step back and genuinely consider not just what happened but also so what and why - and how we felt as a consequence - then we can begin to generalise from our experience and develop new understanding which can be applied in future. In short, learning can then take place.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
This presentation is a great guide for students who are dealing the tensions of academic paper writing. Writing an academic paper could be hectic sometimes and in order to eliminate the hectic-making factors, this presentation states some very useful tips about it.
Visit for more info: http://www.papermoz.co.uk/assignments/buy-assignments/
• 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.
The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
This is a presentation explaining the process of writing reflective essays. It includes structuring the essay using a reflective model and suggestions for introductions and conclusions.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Academic culture refers to teaching styles, the student's role, expectations of students and belief systems about learning. As an international student, you will find that studying in Australia can be very different to the study style you are familiar with. As a domestic student entering the university after high school, you will also notice differences in the expectations that the university has of you as a student. Studying at tertiary level can be incredibly exciting and rewarding. However, there are many demands on you and adjustments you need to make.
Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
UNSW Masters of Business and Technology Study Skills presentation given as a webinar. NOTE: An earlier version is also available as an open course on Blackboard CourseSites. Please note this PowerPoint version is not CCSA licensed. ZTo ask for permission to use or to issue a takedown notice please contact a.chambers@unsw.edu.au
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Reflective writing can be included in a variety of different assignment tasks. It can include
keeping a reflective journal or learning log with multiple entries – particularly for professional
placements – or be part of an essay or report. Reflective writing aims to get you to think
about and understand your learning experiences. This outline is an approach to reflective
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Esta guía fue desarrollada en 1999 por INTEC- CHILE dentro del marco del proyecto «Uso de Internet para Facilitar la Masificación de la Capacitación» con el financiamiento del Fondo de Desarrollo e Innovación de la CORFO y el apoyo de la Tesorería General de la República, la Junta Nacional de Auxilio Escolar y Becas y el Servicio Nacional de Capacitación y Em- pleo. Sonia Zavando B. szavando@intec.cl Claudio Parra cparra@intec.cl Actualizada en Junio de 2000 Guía para el diseño de cursos en Internet Guía para el diseño de cursos en Internet
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Reflective writing
1. Reflective Writing
The Learning Centre • http://www.lc.unsw.edu.au
A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
Justify actions • Solve problems
Deeper meaning • Changes ? Assumptions • Attitudes
Values • Beliefs
Critical Thinking
Revisit
experiences
You
Figure 1: The Thinking Process (adapted from Mezirow 1990, Schon 1987, Brookfield 1987)
Reflective thinking
Reflection is a form of personal response to
experiences, situations, events or new information.
It is a ‘processing’ phase where thinking and learning
take place. There is neither a right nor a wrong way
of reflective thinking, there are just questions to
explore.
Figure 1 shows that the reflective thinking process
starts with you. Before you can begin to assess
the words and ideas of others, you need to pause
and identify and examine your own thoughts.
This involves revisiting your prior experience and
knowledge of the topic you are exploring. It also
involves considering how and why you think the way
you do. The examination of your beliefs, values,
attitudes and assumptions forms the foundation of
your understanding.
Reflective thinking demands that you recognise that
you bring valuable knowledge to every experience.
It helps you therefore to recognise and clarify the
important connections between what you already
know and what you are learning. It is a way of
helping you to become an active, aware and critical
learner.
What is reflective writing?
Reflective writing is:
• your response to experiences, opinions, events or
new information
• your response to thoughts and feelings
• a way of thinking to explore your learning
• an opportunity to gain self-knowledge
• a way to achieve clarity and better understanding of
what you are learning
• a chance to develop and reinforce writing skills
• a way of making meaning out of what you study
Reflective writing is not:
• just conveying information, instruction or argument
• pure description, though there may be descriptive
elements
• straightforward decision or judgement (e.g. about
whether something is right or wrong, good or bad)
• simple problem-solving
• a summary of course notes
• a standard university essay
Reflective Thinking
2. Why are we asked to do
this type of assignment?
• To make connections
The idea behind reflective writing is that what you
learn at university builds on your prior knowledge,
whether it is formal (e.g. education) or informal (e.g.
gained through experience). Reflective writing helps
you develop and clarify the connections between
what you already know and what you are learning,
between theory and practice and between what you
are doing and how and why you do it.
• To examine your learning processes
Reflective writing encourages you to consider and
comment on your learning experiences—not only
WHAT you’ve learned, but HOW you did so.
• To clarify what you are learning
Reflecting helps you to clarify what you have studied,
integrate new knowledge with previous knowledge,
and identify the questions you have and what you
have yet to learn.
• To reflect on mistakes and successes
Reflecting on mistakes can help you avoid repeating
them. At the same time, reflecting on your discoveries
helps identify successful principles to use again.
• To become an active and aware learner
• To become a reflective practitioner once you
graduate and begin your professional life
How do I write reflectively?
What can I discuss?
• Your perceptions of the course and the content.
• Experiences, ideas and observations you have
had, and how they relate to the course or topic.
• What you found confusing, inspiring, difficult,
interesting and why.
• Questions you have and conclusions you have
drawn.
• How you solved a problem, reached a conclusion,
found an answer or reached a point of
understanding.
• Possibilities, speculations, hypotheses or
solutions.
• Alternative interpretations or different perspectives
on what you have read or done in your course.
• Comparisons and connections between what your
are learning and:
√√ your prior knowledge and experience;
√√ your prior assumptions and preconceptions;
√√ what you know from other courses or
disciplines.
Writing Style
As it concerns your thoughts, reflective writing is mostly
subjective. Therefore in addition to being reflective
and logical, you can be personal, hypothetical,
critical and creative. You can comment based on your
experience, rather than limiting yourself to academic
evidence.
• Reflective writing is an activity that includes
description (what, when, who) and analysis (how,
why, what if). It is an explorative tool often resulting
in more questions than answers.
• A reflective task may allow you to use different
modes of writing and language:
√√ descriptive (outlining what something is or how
something was done)
√√ explanatory (explaining why or how it is like
that)
√√ expressive (I think, I feel, I believe)
• Use full sentences and complete paragraphs
• You can usually use personal pronouns like ‘I’, ‘my’
or ‘we’
• Keep colloquial language to a minimum (eg, kid,
bloke, stuff)
Types of reflective writing assignments
Journal: requires you to write weekly entries
throughout a semester. May require you to base your
reflection on course content.
Learning diary: similar to a journal, but may require
group participation. The diary then becomes a place
for you to communicate in writing with other group
members.
Log book: often used in disciplines based on
experimental work, such as science. You note down
or ‘log’ what you have done. A log gives you an
accurate record of a process and helps you reflect
on past actions and make better decisions for future
actions.
Reflective note: often used in law. A reflective note
encourages you to think about your personal reaction
to a legal issue raised in a course.
Essay diary: can take the form of an annotated
bibliography (where you examine sources of evidence
you might include in your essay) and a critique (where you
reflect on your own writing and research processes).
Peer review: usually involves students showing their
work to their peers for feedback.
Self-assessment: requires you to to comment on
your own work.
3. • How new ideas challenge what you already know.
• What you need to explore next in terms of thoughts and actions.
Tips to help you in your reflective
writing process
Getting Started
• Think of an interaction, event or
episode you experienced that can be
Clarify your task
connected to the topic
Reflective writing assignments can take many forms, so check
• Describe what happened
the guidelines in your course outline before you begin. Clarify any
• What was your role?
questions or uncertainties with your lecturer or tutor.
• What feelings and perceptions
Clarify the practical aspects
surrounded the experience?
You may need to submit a book or folder or complete an online
• How would you explain the situation to
component. In addition to writing, you may be able to include pictures,
someone else?
diagrams, media clippings etc.
• What might this experience mean in
Gather your ideas
the context of your course?
Before you write, you need to think and reflect. Start by drawing up
• What other perspectives, theories
a Mindmap. Mindmapping is a technique that can help you expand
or concepts could be applied to the
your thinking, structure your ideas and make connections. You
situation?
can use a Mindmap to plan your assignment and arrange items to
create the structure of your writing.
1. Write your topic in the centre of a blank page.
2. Draw related ideas on ‘branches’ that radiate from the central topic. When you get a new idea, start a new branch
from the centre. Include any ideas, topics, authors, theories, experiences associated with your topic.
3. Map quickly, without pausing, to maintain a flow of ideas. Associate freely and do not self-edit; at this stage
anything and everything is OK.
4. Circle the key points or ideas. Look at each item and consider how it relates to others, and to the topic as a whole.
5. Map the relationships between the ideas or key points using lines, arrows, colours. Use words or phrases to link them.
Some examples of reflective writing
Social Science fieldwork report (methods section)
The field notes were written by hand on lined paper. They consisted of jotted notes and
‘mental triggers’ (personal notes that would remind me of specific things when it came to
writing the notes up). I took some direct observational notes recording what I saw where
this was relevant to the research questions and, as I was aiming to get a sense of the
culture and working environment, I also made researcher inference notes [1] [2].
[3] I found the notetaking process itself helpful, as it ensured that I listened carefully and
decoded information. Not all the information I recorded was relevant, but noting what I
found informative contributed to my ability to form an overview on re-reading. However, the
reliability of jotted notes alone can be questionable. For example, the notes were not a direct
transcription of what the subjects said but consisted of pertinent or interesting information.
Rarely did I have time to transcribe a direct quotation, so relied on my own fairly rapid
paraphrasing, which risks changing the meaning. Some technical information was difficult
to note down accurately [3]. A tape recorder would have been a better, more accurate
method. However, one student brought a tape recorder and was asked to switch it off by a
participant who was uneasy about her comments being directly recorded. It seemes that
subjects feel differently about being recorded or photographed (as opposed to observers
taking notes), so specific consent should be sought before using these technologies [4].
1. Description/
explanation of
method.
2. Includes
discipline-specific
language
3. Critical
evaluation
of method
4. Conclusion
and
recommendation
based on
the writer’s
experience