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.
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
writing, using a DIEP strategy.
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
writing, using a DIEP strategy.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
What is teaching methodology, Objectives, Parts of teaching methodologies, Types of Teaching methods, Lecture method, Basic feautres , Purpose of these methods, Advantages and Disadvantages, Limitation of teaching methods, Team teaching method, Steps of team teaching methods, Characterstics of teaching methods, TV or Video Presentations, Group discussion method, Kinds of team teaching, Discussion methods of learning, Seminar method, Advantages and Disadvntages of seminar method, Brainstorming, Advantages and Disadvantages of Brain storming, Project method, Strategy of Project based teaching strategy, Characterstics of Project method, Role of teacher, Merits and Demerits of Project method.
Demonstration is an teaching method for nurses in communication and education subject , How it help for nurses and student to understand the procedure and also help them to improve their Psychomotor skill .
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
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Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
What is teaching methodology, Objectives, Parts of teaching methodologies, Types of Teaching methods, Lecture method, Basic feautres , Purpose of these methods, Advantages and Disadvantages, Limitation of teaching methods, Team teaching method, Steps of team teaching methods, Characterstics of teaching methods, TV or Video Presentations, Group discussion method, Kinds of team teaching, Discussion methods of learning, Seminar method, Advantages and Disadvntages of seminar method, Brainstorming, Advantages and Disadvantages of Brain storming, Project method, Strategy of Project based teaching strategy, Characterstics of Project method, Role of teacher, Merits and Demerits of Project method.
Demonstration is an teaching method for nurses in communication and education subject , How it help for nurses and student to understand the procedure and also help them to improve their Psychomotor skill .
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Using Reflective Practice in Your Career: Lessons from a reflective teacherErica Fairchild
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 teacherErica Fairchild
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.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Macroeconomics- Movie Location
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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2. Learning Outcomes
• Explain the purpose of
reflection
• State the benefits of
maintaining a reflective journal
• Give examples of reflective
models
3. Reflection
What is reflection?
“Reflection is an important human
activity in which people recapture
their experience, think about it, mull it
over and evaluate it. It is this working
with experience that is important in
learning”.
(Boud, Keogh & Walker, (1985),pg 19)
• How can reflection help me in practical
class?
• We all reflect to some extent while
working, for example, if something goes
wrong in marking out or cutting the joint
we make a mental note of it and try not to
repeat the same mistake the next time.
• This is reflection in it’s simplest form.
4. Reflective journal
• What is an reflective journal?
• A Journal is keeping a written record of
events.
• A reflective journal is also about reading
back over past entries and writing about
newly acquired knowledge.
• A reflective journal is a very effective tool
in developing learning and deepens the
learning experience.
• There are many models used for
reflection.
5. Schön
• In practical class you are learning the
skills of jointing techniques. Schon’s
reflective methods best apply in this
situation.
• Schön’s (1983) reflection-in-action
(thinking while doing the task) as you
need to reflect if the task in hand is going
well or if you need to stop and re-evaluate
what you are doing.
• In“reflection-in-action”, “doing and
thinking are complementary. Doing
extends thinking in the
tests, moves, and probes of
experimental action, and reflection
feeds on doing and its results. Each
feeds the other, and each sets
boundaries for the other”
(Schön, 1983, p. 280, as cited in
Visser,W.(2010) pg 21)
6. Schön
• Schön’s reflection-on-action (thinking
after-the-event) allows you to evaluate
what you have just completed ask what
you would have done differently and
allows you to make decisions on what you
will do the next time around.
• Exercise
• Think about your practical class last
week.
• Is there anything that you would do
differently next time around.
• For Example:
• The sequence in which you approached
each task.
• The method used to complete each task.
• The pace at which you worked.
• The end result.
7. Schön
• Exercise
• In answering those questions what can
you do if anything to improve on last
weeks work.
• As you are „learning by doing‟ you
need to reflect on what you are doing as
you are doing it and how you could
possibly do it differently the next time
around.
8. Schön’s views on professional
practice
• Schön believes that as students progress
in professional life that they will be more
capable of being able to think on their
feet and develop their practise as they
draw on past experiences. Schön’s
argument was as follows:
• Professional practice is
complex, unpredictable and messy. In
order to cope, professionals have to be
able to do more than follow set
procedures. They draw on both practical
experience and theory as they think on
their feet and improvise. They act both
intuitively and creatively. Both reflection-
in and on -action allows them to
revise, modify and refine their expertise.
(as cited in Finlay, L. (2008) pg4)
9. Kolb’s Reflective Cycle
1. Experiencing:
Immersing yourself
in the task
4. Planning Kolb's 2. Reflection:
What will happen What did you
next, What do you Experiential
learning notice?
want to change?
3. Conceptualisation
What does it mean?
Kolb’s Experiential learning is going a
step further than Schön’s. The
reflection -in-action was only taking place
when things were going wrong, with Kolb’s
the reflection takes part on an ongoing bases.
10. Kolb’s Reflective Cycle
• Using Kolb’s reflective cycle allows
you to plan ahead.
• By thinking back on how things
progressed the last time around
you are now in a position to plan
your work better.
• Example:
• I cut the tennon too narrow.
• Why did this happen?
• Was it because I did the groove
first?
• Planning
• Next time I’ll cut the cheeks of the
tennon first before grooving.
11. Gibbs (1988) Reflective Cycle
Description
– What
happened?
Action Plan
– What Feelings –
could you What were
do next you feeling?
time?
Conclusion
Evolution –
– What else
What was
could you
Good/Bad?
have done?
Analysis –
What sense
could you
make of the
situation?
Gibbs model is a never ending cycle
whereby theory and practice
constantly feed from each other
12. Gibbs (1988) Reflective Cycle
• By starting off using basic reflective
models you should progress to a deeper
reflective process.
• The more you engage in reflection the
deeper your learning experience
becomes.
• You begin to use your own system for
analysing tasks and can apply your
learning to any task given instead of just
similar tasks.
13. Gibbs (1988) Reflective Cycle
• In professional practice tasks do not
always follow set procedures.
• You need to draw on both practical
experience and theory to think on your
feet and improvise.
14. Blogging
• Online blogging can be used as an outlet
were you can express your thoughts and
ideas in a fairly quick manner.
• It is a place were you can keep all these
ideas and resources together.
• It can be used to hold online discussions
with other members of your class or
programme.
• It can also allow you access to the wider
community, help you make contacts, with
people in the industry.
15.
16. Performance Check
• Outline the purpose of
reflection
• List the benefits of maintaining
a reflective journal
• Identify three reflective models
17. References
• Boud, D., Keogh, R. & Walker, D. “Promoting
reflection in learning: a model.” In
Boud, D., Keogh, R. & Walker, D. (eds.)
Reflection: Turning Experience into
Learning, New York: Nichols, 18-40, 1985
• Finlay, L.(2008) Reflecting on ‘Reflective
practice’. UK http://www.open.ac.uk/cetl-
workspace/cetlcontent/documents/4bf2b488874
59.pdf
• Moon, J,A. (2006) A Handbook for Reflective
Practice and Professional Development.
Routledge .USA.
• Schön, D. A. (1983) The Reflective Practitioner:
How Professionals Think in Action. New York:
Basic Books.
• Visser,W. (2010). SCHÖN: DESIGN AS A
REFLECTIVE PRACTICE issue 2 of Collection, on
"Art + Design & Psychology," pp. 21-25.
http://hal.archives-
ouvertes.fr/docs/00/60/46/34/PDF/Visser_Coll
ection2_Schoen.pdf