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This document discusses reflective writing and reflective practice. It begins by defining reflective as considering past things and practice as habit or dexterity. Reflective practice is defined as intellectual and affective activities used to explore experiences to lead to new understandings. The document then outlines Gibbs Reflective Cycle model and lists the key roles and functions of reflective writing, which include maximizing learning from experiences, evaluating practice, promoting critical thinking, integrating theory and practice, and demonstrating that learning occurred. It provides guidance on describing experiences, analyzing decisions and knowledge, evaluating outcomes, and developing new perspectives and plans for improvement.
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Pg reflective writing webinar
This document provides guidance on reflective writing for postgraduate students. It explains that reflective writing involves both describing experiences and critically analyzing them using relevant theories and frameworks. Examples of student reflections are provided to demonstrate strong reflective writing. The document emphasizes that reflective writing requires interpreting experiences at both a deeper personal level and a broader contextual level. It also stresses the importance of asking critical questions to analyze situations from different perspectives rather than taking information at face value. Various reflective models are presented to help structure reflective thinking and writing, including Driscoll's "What? So what? Now what?" approach and Gibbs' reflective cycle. The document concludes by outlining linguistic features commonly used in reflective writing, such as using first person and action verbs.
Reflective writing
This document provides guidance on reflective writing for students. It explains that reflective writing requires both descriptive and analytical components. Students must describe events and experiences, but also critically analyze them by considering underlying reasons and implications. The document reviews examples of student reflective writing and identifies key features like using first person to describe experiences, third person for referring to literature, and hedging language. It emphasizes that reflective writing necessitates placing experiences in broader theoretical and policy contexts by synthesizing literature. Tools like reflective questions, models, and reading grids can help students structure and deepen their reflective analysis.
Reflective writing
This document provides guidance on reflective writing for students. It discusses the key components of reflective writing such as critical analysis, description, interpretation, and outcomes. Students are encouraged to critically analyze their experiences by considering different perspectives and synthesizing literature, policy, and theories from their field. The document reviews examples of student writing and identifies where they demonstrate description, interpretation, and outcomes. It also provides tips for language use in reflective writing, such as using first person to discuss experiences and third person when referring to literature. Students practice reflective writing by discussing a session experience. The document aims to help students structure and strengthen their reflective writing skills.
Reflective writing
This document provides guidance on reflective writing for students. It discusses the importance of critical analysis in reflection and evaluating examples of reflective writing. Students are encouraged to synthesize methods for critical thinking, reading, and writing to create pieces of reflective writing. Good reflective writing involves description, interpretation, and outcomes. It requires critically analyzing oneself and experiences using relevant theories and considering different perspectives. Models can help structure reflection, but critical questioning and analysis of the broader context are also important. The document provides examples and exercises to help students improve their reflective writing skills.
Reflective writing
The document discusses various methods and theories for writing reflective journals, including Gibbs' reflective cycle, the What? Model of structured reflection, and Boud's model. It provides guidance on reflection activities, such as describing experiences and evaluating them to gain insights, as well as tips for writing reflectively for academic purposes by balancing description with analysis and linking experiences to theory. The overall aim is to help students learn from their field experiences by systematically reflecting on and writing about what happened, their role and insights gained.
Critical writing + first part of session
This document provides guidance for developing literature review skills. It begins with introductory activities to link research topics to practice. It then outlines the session aims of developing research and inquiry skills. Examples are provided to demonstrate how to identify theoretical frameworks and contextualize research questions. Guidance is given on critically reviewing literature, including identifying subjectivity and objectivity. The document concludes by modeling how to critically review a peer-reviewed journal article.
Reflection on practice
This document discusses reflective practice, specifically critical reflection. It introduces the concept of critical reflection and explains that it involves examining one's own practice and how it is shaped by social, political, and cultural contexts. The document outlines different types of reflection, such as reflection-in-action, reflection-on-action, technical reflection, and critical reflection. It also discusses the importance of a supportive environment and supervision for critically reflective practice. The outcomes of critical reflection can include new awareness, questions, understanding, and decisions.
The importance of the reflexive practice in career guidance and counselling
The importance of the reflexive practice in career guidance and counsellingFondacija Tempus - Euroguidance centar u Srbiji
The importance of the reflexive practice in career guidance and counselling, Dr Siobhan Neary, University of Derby, UK
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Recommended
Pg reflective writing webinar
This document provides guidance on reflective writing for postgraduate students. It explains that reflective writing involves both describing experiences and critically analyzing them using relevant theories and frameworks. Examples of student reflections are provided to demonstrate strong reflective writing. The document emphasizes that reflective writing requires interpreting experiences at both a deeper personal level and a broader contextual level. It also stresses the importance of asking critical questions to analyze situations from different perspectives rather than taking information at face value. Various reflective models are presented to help structure reflective thinking and writing, including Driscoll's "What? So what? Now what?" approach and Gibbs' reflective cycle. The document concludes by outlining linguistic features commonly used in reflective writing, such as using first person and action verbs.
Reflective writing
This document provides guidance on reflective writing for students. It explains that reflective writing requires both descriptive and analytical components. Students must describe events and experiences, but also critically analyze them by considering underlying reasons and implications. The document reviews examples of student reflective writing and identifies key features like using first person to describe experiences, third person for referring to literature, and hedging language. It emphasizes that reflective writing necessitates placing experiences in broader theoretical and policy contexts by synthesizing literature. Tools like reflective questions, models, and reading grids can help students structure and deepen their reflective analysis.
Reflective writing
This document provides guidance on reflective writing for students. It discusses the key components of reflective writing such as critical analysis, description, interpretation, and outcomes. Students are encouraged to critically analyze their experiences by considering different perspectives and synthesizing literature, policy, and theories from their field. The document reviews examples of student writing and identifies where they demonstrate description, interpretation, and outcomes. It also provides tips for language use in reflective writing, such as using first person to discuss experiences and third person when referring to literature. Students practice reflective writing by discussing a session experience. The document aims to help students structure and strengthen their reflective writing skills.
Reflective writing
This document provides guidance on reflective writing for students. It discusses the importance of critical analysis in reflection and evaluating examples of reflective writing. Students are encouraged to synthesize methods for critical thinking, reading, and writing to create pieces of reflective writing. Good reflective writing involves description, interpretation, and outcomes. It requires critically analyzing oneself and experiences using relevant theories and considering different perspectives. Models can help structure reflection, but critical questioning and analysis of the broader context are also important. The document provides examples and exercises to help students improve their reflective writing skills.
Reflective writing
The document discusses various methods and theories for writing reflective journals, including Gibbs' reflective cycle, the What? Model of structured reflection, and Boud's model. It provides guidance on reflection activities, such as describing experiences and evaluating them to gain insights, as well as tips for writing reflectively for academic purposes by balancing description with analysis and linking experiences to theory. The overall aim is to help students learn from their field experiences by systematically reflecting on and writing about what happened, their role and insights gained.
Critical writing + first part of session
This document provides guidance for developing literature review skills. It begins with introductory activities to link research topics to practice. It then outlines the session aims of developing research and inquiry skills. Examples are provided to demonstrate how to identify theoretical frameworks and contextualize research questions. Guidance is given on critically reviewing literature, including identifying subjectivity and objectivity. The document concludes by modeling how to critically review a peer-reviewed journal article.
Reflection on practice
This document discusses reflective practice, specifically critical reflection. It introduces the concept of critical reflection and explains that it involves examining one's own practice and how it is shaped by social, political, and cultural contexts. The document outlines different types of reflection, such as reflection-in-action, reflection-on-action, technical reflection, and critical reflection. It also discusses the importance of a supportive environment and supervision for critically reflective practice. The outcomes of critical reflection can include new awareness, questions, understanding, and decisions.
The importance of the reflexive practice in career guidance and counselling
The importance of the reflexive practice in career guidance and counsellingFondacija Tempus - Euroguidance centar u Srbiji
The importance of the reflexive practice in career guidance and counselling, Dr Siobhan Neary, University of Derby, UK
EUROGUIDANCE conference: „Career guidance and counselling in the Republic of Serbia and Europe“,Thursday, 3 October 2019- hotel „Metropol“, Belgrade
Reflective teaching
Reflective teaching involves self-observation and evaluation by teachers to improve their practice. It is a cyclical process of teaching, self-assessing the impact on student learning, considering new teaching approaches, implementing them, and repeating. Key characteristics of reflective teachers are open-mindedness, responsibility, wholeheartedness, self-awareness, patience, experimentation, and seeking feedback. Reflective teachers are curious about their work, reflect on experiences, develop experience-based theories, test them in practice, and contribute to knowledge development through understanding their strengths and limitations.
Supporting information literacy educators: reflective pedagogic planning impr...
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- The document discusses using reflective practice to improve teaching, specifically for information literacy educators.
- It explores key theories on reflection, including reflection-in-action and reflection-on-action. Reflection provides a way to actively think about and improve one's professional development.
- Practical skills and tools for reflective practice are presented, including reflective writing, discussion, and using a pedagogic planner to design inquiry-based learning experiences and identify areas for improvement.Self-reflection- Dr Ryan Thomas Williams
John Dewey (1859 -1952)
A key figure in progressive education
Incidental reflection: active at the time/an event is occurring
Systematic reflection: through making sense of that experience through systematic reflection
Donald SchÖn (1930 -1997)
Much concerned how society, organisations and individuals learn and develop the term ‘ reflective practitioner’
Reflection-in-action: respond flexibly to a given situation and prevent us from sticking to rigid plans
Reflection-on-action: to think about an event; what happened/how other people react, what the outcome was/what is the interrelationship between our actions and outcome
Concepts and theories of supervision and reflection
The document discusses concepts and theories related to clinical supervision and reflection in teaching. It describes the stages of clinical supervision including pre-observation conferences, observations, data analysis, and post-observation conferences. Key models of reflection are also summarized, including Kolb's experiential learning cycle and Gibbs' structured reflection cycle. The importance of reflection in developing as a practitioner is emphasized through critically examining practice and experiences.
Graham Gibbs - Reflection Cycle, Annotated
Graham Gibbs' model of reflection outlines a framework for critically reflecting on experiences. The model consists of six stages: 1) Description - describing what was observed and the context of the situation, 2) Feelings - identifying thoughts and feelings during the experience, 3) Evaluation - assessing what went well and could be improved, 4) Analysis - linking the experience to learning, 5) Conclusion - considering other actions that could have been taken, and 6) Action Plan - determining next steps to apply the learning. The goal is to gain deeper insights from experiences by systematically working through each stage of critical reflection.
Reflection and reflective writing
This document discusses reflection and reflective writing. It defines reflection as a metacognitive process of exploring and examining one's actions and experiences in order to develop greater self-understanding and inform future situations. Reflective writing involves considering experiences rationally and relating them to wider contexts. The benefits of reflection include learning, skills development, and identifying goals for personal growth. The document provides guidance on how to structure reflective writing, including describing experiences, evaluating what went well and poorly, analyzing causation, drawing conclusions, and creating action plans. Employers value graduates who can engage in reflection and evidence personal development through reflective writing.
Reflective practice for Youth Workers
A brief evidence-based presentation (approximate run time 1 hour) for Youth Workers. This is aimed towards residential settings, but general enough for other contexts. Empowering your team to increase self-awareness is likely to improve their practice and engagement.
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This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective learning
Reflective learning is a way of allowing students to develop critical thinking and improve analyzing skills by experience.
Reflective Learning
Reflective learning involves reflecting on experiences to improve learning outcomes. It requires reflecting on what was learned, what gaps in knowledge remain, and how to apply lessons to new situations. Various models provide frameworks for structured reflection, including identifying key events, responding emotionally and intellectually, relating content to prior knowledge, reasoning about broader implications, and reconstructing understanding. Regular reflection improves metacognition, motivation, and learning.
Reflection and improving information literacy practice. Sen
Reflection and improving information literacy practice. Sen IL Group (CILIP Information Literacy Group)
This document discusses reflective practice and its application to information literacy. It aims to explore reflective practice and its potential benefits. The workshop will help participants gain skills in reflective writing and discussion to improve reflective ability. Key theories on reflection will be explored. Participants will reflect individually and in groups on experiences to understand the importance of reflection and how it can support information literacy practice. The goal is for participants to recognize the value of reflection and leave with experience applying reflective techniques.Reflective writing
• 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.
Chapter 1, intro to educational psy.pptx
INRRODUCTION TO EDUCATIONAL PSYCHOLOGY IN WHICH YOU CAN FIND LEARNER CHARACTERISTICS, LEARNING PROCESS ETC
Using Reflective Practice in Your Career: Lessons from a reflective teacher
Have you ever considered reflective practice?
How often do you stop? Stop to think about what you have done at work, at school, in the gym or anywhere. How often do you take a time to reflect on a completed job? Think about what worked, what didn't and look for areas of improvement?
We’re living in the century of speed and abundance. Every day, we consume more information. Information that is available at our fingertips and delivered in a fraction of a second.
In many modern day jobs, we are encouraged to be more efficient with our time and maximize performance. But to do this, we need to stop, look back and reflect. Teachers of ESL are encouraged to use reflective practice on a regular basis. Using these methods, teachers can improve classes and help learners get the most from a class.
Reflective practice though is not limited to Teachers. These slides will give you quick and practical insights into the practice that will revolutionize the way you work.
Using Reflective Practice in Your Career: Lessons from a reflective teacher
Have you ever considered reflective practice?
How often do you stop? Stop to think about what you have done at work, at school, in the gym or anywhere. How often do you take a time to reflect on a completed job? Think about what worked, what didn't and look for areas of improvement?
We’re living in the century of speed and abundance. Every day, we consume more information. Information that is available at our fingertips and delivered in a fraction of a second.
In many modern day jobs, we are encouraged to be more efficient with our time and maximize performance. But to do this, we need to stop, look back and reflect. Teachers of ESL are encouraged to use reflective practice on a regular basis. Using these methods, teachers can improve classes and help learners get the most from a class.
Reflective practice though is not limited to Teachers. These slides will give you quick and practical insights into the practice that will revolutionize the way you work.
Anatomy of a journal article
This document provides an overview of the structure and purpose of journal articles in the sciences. It discusses the different types of information sources and journal article formats, with a focus on empirical journal articles. The key parts of a research article are described, including the introduction, methods, results, and discussion sections. The introduction reviews previous literature and presents hypotheses. The methods section describes operationalized measures and procedures. The results report statistical findings, and the discussion interprets results in relation to hypotheses and literature. The document also provides guidance on effectively reading journal articles by skimming for relevance and deeply reading important sections.
Resource 1 reflective journals
The document discusses the purpose and benefits of reflection and maintaining a reflective journal. It describes several reflective models including Schön's reflection-in-action and reflection-on-action, Kolb's experiential learning cycle, and Gibbs' reflective cycle. Regular reflection allows students to improve their skills and deepen their learning through evaluating their experiences and making plans to improve.
Resource lesson 1 intro to reflective journal ppt
The document discusses the purpose and benefits of reflection and maintaining a reflective journal. It explains several reflective models including Schön's reflection-in-action and reflection-on-action, Kolb's experiential learning cycle, and Gibbs' reflective cycle. The models provide frameworks for reflecting on experiences and improving learning and practice.
Reflective writing
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).
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15More Related Content
Similar to reflective writing - powerpoint.ppt
Reflective teaching
Reflective teaching involves self-observation and evaluation by teachers to improve their practice. It is a cyclical process of teaching, self-assessing the impact on student learning, considering new teaching approaches, implementing them, and repeating. Key characteristics of reflective teachers are open-mindedness, responsibility, wholeheartedness, self-awareness, patience, experimentation, and seeking feedback. Reflective teachers are curious about their work, reflect on experiences, develop experience-based theories, test them in practice, and contribute to knowledge development through understanding their strengths and limitations.
Supporting information literacy educators: reflective pedagogic planning impr...
Supporting information literacy educators: reflective pedagogic planning impr...IL Group (CILIP Information Literacy Group)
- The document discusses using reflective practice to improve teaching, specifically for information literacy educators.
- It explores key theories on reflection, including reflection-in-action and reflection-on-action. Reflection provides a way to actively think about and improve one's professional development.
- Practical skills and tools for reflective practice are presented, including reflective writing, discussion, and using a pedagogic planner to design inquiry-based learning experiences and identify areas for improvement.Self-reflection- Dr Ryan Thomas Williams
John Dewey (1859 -1952)
A key figure in progressive education
Incidental reflection: active at the time/an event is occurring
Systematic reflection: through making sense of that experience through systematic reflection
Donald SchÖn (1930 -1997)
Much concerned how society, organisations and individuals learn and develop the term ‘ reflective practitioner’
Reflection-in-action: respond flexibly to a given situation and prevent us from sticking to rigid plans
Reflection-on-action: to think about an event; what happened/how other people react, what the outcome was/what is the interrelationship between our actions and outcome
Concepts and theories of supervision and reflection
The document discusses concepts and theories related to clinical supervision and reflection in teaching. It describes the stages of clinical supervision including pre-observation conferences, observations, data analysis, and post-observation conferences. Key models of reflection are also summarized, including Kolb's experiential learning cycle and Gibbs' structured reflection cycle. The importance of reflection in developing as a practitioner is emphasized through critically examining practice and experiences.
Graham Gibbs - Reflection Cycle, Annotated
Graham Gibbs' model of reflection outlines a framework for critically reflecting on experiences. The model consists of six stages: 1) Description - describing what was observed and the context of the situation, 2) Feelings - identifying thoughts and feelings during the experience, 3) Evaluation - assessing what went well and could be improved, 4) Analysis - linking the experience to learning, 5) Conclusion - considering other actions that could have been taken, and 6) Action Plan - determining next steps to apply the learning. The goal is to gain deeper insights from experiences by systematically working through each stage of critical reflection.
Reflection and reflective writing
This document discusses reflection and reflective writing. It defines reflection as a metacognitive process of exploring and examining one's actions and experiences in order to develop greater self-understanding and inform future situations. Reflective writing involves considering experiences rationally and relating them to wider contexts. The benefits of reflection include learning, skills development, and identifying goals for personal growth. The document provides guidance on how to structure reflective writing, including describing experiences, evaluating what went well and poorly, analyzing causation, drawing conclusions, and creating action plans. Employers value graduates who can engage in reflection and evidence personal development through reflective writing.
Reflective practice for Youth Workers
A brief evidence-based presentation (approximate run time 1 hour) for Youth Workers. This is aimed towards residential settings, but general enough for other contexts. Empowering your team to increase self-awareness is likely to improve their practice and engagement.
Reflective Practice, Collaboration, and Stakeholder Communication
This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective learning
Reflective learning is a way of allowing students to develop critical thinking and improve analyzing skills by experience.
Reflective Learning
Reflective learning involves reflecting on experiences to improve learning outcomes. It requires reflecting on what was learned, what gaps in knowledge remain, and how to apply lessons to new situations. Various models provide frameworks for structured reflection, including identifying key events, responding emotionally and intellectually, relating content to prior knowledge, reasoning about broader implications, and reconstructing understanding. Regular reflection improves metacognition, motivation, and learning.
Reflection and improving information literacy practice. Sen
Reflection and improving information literacy practice. Sen IL Group (CILIP Information Literacy Group)
This document discusses reflective practice and its application to information literacy. It aims to explore reflective practice and its potential benefits. The workshop will help participants gain skills in reflective writing and discussion to improve reflective ability. Key theories on reflection will be explored. Participants will reflect individually and in groups on experiences to understand the importance of reflection and how it can support information literacy practice. The goal is for participants to recognize the value of reflection and leave with experience applying reflective techniques.Reflective writing
• 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.
Chapter 1, intro to educational psy.pptx
INRRODUCTION TO EDUCATIONAL PSYCHOLOGY IN WHICH YOU CAN FIND LEARNER CHARACTERISTICS, LEARNING PROCESS ETC
Using Reflective Practice in Your Career: Lessons from a reflective teacher
Have you ever considered reflective practice?
How often do you stop? Stop to think about what you have done at work, at school, in the gym or anywhere. How often do you take a time to reflect on a completed job? Think about what worked, what didn't and look for areas of improvement?
We’re living in the century of speed and abundance. Every day, we consume more information. Information that is available at our fingertips and delivered in a fraction of a second.
In many modern day jobs, we are encouraged to be more efficient with our time and maximize performance. But to do this, we need to stop, look back and reflect. Teachers of ESL are encouraged to use reflective practice on a regular basis. Using these methods, teachers can improve classes and help learners get the most from a class.
Reflective practice though is not limited to Teachers. These slides will give you quick and practical insights into the practice that will revolutionize the way you work.
Using Reflective Practice in Your Career: Lessons from a reflective teacher
Have you ever considered reflective practice?
How often do you stop? Stop to think about what you have done at work, at school, in the gym or anywhere. How often do you take a time to reflect on a completed job? Think about what worked, what didn't and look for areas of improvement?
We’re living in the century of speed and abundance. Every day, we consume more information. Information that is available at our fingertips and delivered in a fraction of a second.
In many modern day jobs, we are encouraged to be more efficient with our time and maximize performance. But to do this, we need to stop, look back and reflect. Teachers of ESL are encouraged to use reflective practice on a regular basis. Using these methods, teachers can improve classes and help learners get the most from a class.
Reflective practice though is not limited to Teachers. These slides will give you quick and practical insights into the practice that will revolutionize the way you work.
Anatomy of a journal article
This document provides an overview of the structure and purpose of journal articles in the sciences. It discusses the different types of information sources and journal article formats, with a focus on empirical journal articles. The key parts of a research article are described, including the introduction, methods, results, and discussion sections. The introduction reviews previous literature and presents hypotheses. The methods section describes operationalized measures and procedures. The results report statistical findings, and the discussion interprets results in relation to hypotheses and literature. The document also provides guidance on effectively reading journal articles by skimming for relevance and deeply reading important sections.
Resource 1 reflective journals
The document discusses the purpose and benefits of reflection and maintaining a reflective journal. It describes several reflective models including Schön's reflection-in-action and reflection-on-action, Kolb's experiential learning cycle, and Gibbs' reflective cycle. Regular reflection allows students to improve their skills and deepen their learning through evaluating their experiences and making plans to improve.
Resource lesson 1 intro to reflective journal ppt
The document discusses the purpose and benefits of reflection and maintaining a reflective journal. It explains several reflective models including Schön's reflection-in-action and reflection-on-action, Kolb's experiential learning cycle, and Gibbs' reflective cycle. The models provide frameworks for reflecting on experiences and improving learning and practice.
Reflective writing
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).
Similar to reflective writing - powerpoint.ppt (20)
Supporting information literacy educators: reflective pedagogic planning impr...
Supporting information literacy educators: reflective pedagogic planning impr...
Concepts and theories of supervision and reflection
Concepts and theories of supervision and reflection
Reflective Practice, Collaboration, and Stakeholder Communication
Reflective Practice, Collaboration, and Stakeholder Communication
Reflection and improving information literacy practice. Sen
Reflection and improving information literacy practice. Sen
Using Reflective Practice in Your Career: Lessons from a reflective teacher
Using Reflective Practice in Your Career: Lessons from a reflective teacher
Using Reflective Practice in Your Career: Lessons from a reflective teacher
Using Reflective Practice in Your Career: Lessons from a reflective teacher
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 2. From Samuel Johnsons dictionary (born 18th September 1709 - 300 yrs ago today) Reflective: • Considering things past Practice • Habit, use, dexterity
- 3. Reflective Practice “….those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations”. (Boud et al., 1985)
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