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Experiential Learning Theory (ELT) provides a holistic model of the learning process and adult development. ELT is a cyclical theory involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb identified four learning styles - diverging, assimilating, converging, and accommodating - that are heightened under ELT. For students, ELT allows independent learning through activities like online classes, simulations, and virtual fieldwork. Teachers can facilitate experiential learning through group work, hands-on projects, and reflecting on experiences.
The document provides guidance on effective lesson planning for teachers. It outlines that effective lesson plans include clear objectives, engaging introductions and activities, guided and independent practice opportunities, and assessments. It emphasizes that thorough planning is important for staying organized and achieving learning goals. Key components of strong lesson plans are objectives, materials, procedures, instructional strategies, and evaluations. Proper planning helps teachers maximize instructional time and keep students engaged and on task.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
Active Learning Strategies in EFL ClassesStella Grama
This document discusses active learning strategies that can be used in EFL (English as a Foreign Language) classes. It defines active learning as any instructional method that engages students in the learning process. Active learning is compared to passive learning, which focuses only on the cognitive aspect. The benefits of active learning include increased student involvement, interaction, and the development of various competences. Various active learning strategies are presented, such as group work, discussions, projects and games. Factors to consider when implementing these strategies include class size and content. The teacher's role shifts from presenter to facilitator. Active learning is said to lead to better student outcomes compared to passive learning.
Mrs. Bown welcomes parents to her third grade open house. She provides an overview of the curriculum, behavior policy, homework expectations, and daily schedule for the class. The document outlines that third grade is a transitional year with more academic accountability. Students will focus on reading comprehension, vocabulary, and building communication skills. The behavior policy involves warnings, notes home, and potential time outs or office visits for disruptions. Homework each night includes reading, math, spelling, and occasional projects.
The document discusses inquiry-based learning, which involves students exploring topics through questioning and hands-on activities to make real-world connections. It emphasizes arousing student curiosity over simply delivering facts. Teachers need training to successfully implement inquiry-based lessons. Tips for teachers include avoiding answering all student questions, keeping introductions brief, being adaptable, allowing one's own curiosity, and reflecting on the learning process. While some programs claim to use inquiry-based learning, their rigid structures may limit real student-led inquiry.
This document provides an overview of differentiation strategies that can be used in the classroom. It defines differentiation as accommodating differences between students so that all have the best chance of learning. There are three main types: differentiation by outcome, support, and task. Differentiation requires clearly defined learning objectives and outcomes, and backwards planning from the outcomes. The document outlines various strategies for differentiating by outcome, support, and task, emphasizing the importance of planning to avoid stigmatizing students. Teachers are then tasked with developing a differentiated lesson plan and resource to implement in their own classroom.
The document provides information and instructions for a workshop on creative teaching techniques. It includes objectives like introducing the topic, watching a lesson, and discussing alternatives. It also covers defining creativity in teaching, using authentic materials from stories to videos, and presenting various classroom activities centered around pictures books, interviews, YouTube clips and comics. Literature and website references are listed for further resources. The overall aim is to reflect on creative practices and encourage students' creative abilities.
Experiential Learning Theory (ELT) provides a holistic model of the learning process and adult development. ELT is a cyclical theory involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb identified four learning styles - diverging, assimilating, converging, and accommodating - that are heightened under ELT. For students, ELT allows independent learning through activities like online classes, simulations, and virtual fieldwork. Teachers can facilitate experiential learning through group work, hands-on projects, and reflecting on experiences.
The document provides guidance on effective lesson planning for teachers. It outlines that effective lesson plans include clear objectives, engaging introductions and activities, guided and independent practice opportunities, and assessments. It emphasizes that thorough planning is important for staying organized and achieving learning goals. Key components of strong lesson plans are objectives, materials, procedures, instructional strategies, and evaluations. Proper planning helps teachers maximize instructional time and keep students engaged and on task.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
Active Learning Strategies in EFL ClassesStella Grama
This document discusses active learning strategies that can be used in EFL (English as a Foreign Language) classes. It defines active learning as any instructional method that engages students in the learning process. Active learning is compared to passive learning, which focuses only on the cognitive aspect. The benefits of active learning include increased student involvement, interaction, and the development of various competences. Various active learning strategies are presented, such as group work, discussions, projects and games. Factors to consider when implementing these strategies include class size and content. The teacher's role shifts from presenter to facilitator. Active learning is said to lead to better student outcomes compared to passive learning.
Mrs. Bown welcomes parents to her third grade open house. She provides an overview of the curriculum, behavior policy, homework expectations, and daily schedule for the class. The document outlines that third grade is a transitional year with more academic accountability. Students will focus on reading comprehension, vocabulary, and building communication skills. The behavior policy involves warnings, notes home, and potential time outs or office visits for disruptions. Homework each night includes reading, math, spelling, and occasional projects.
The document discusses inquiry-based learning, which involves students exploring topics through questioning and hands-on activities to make real-world connections. It emphasizes arousing student curiosity over simply delivering facts. Teachers need training to successfully implement inquiry-based lessons. Tips for teachers include avoiding answering all student questions, keeping introductions brief, being adaptable, allowing one's own curiosity, and reflecting on the learning process. While some programs claim to use inquiry-based learning, their rigid structures may limit real student-led inquiry.
This document provides an overview of differentiation strategies that can be used in the classroom. It defines differentiation as accommodating differences between students so that all have the best chance of learning. There are three main types: differentiation by outcome, support, and task. Differentiation requires clearly defined learning objectives and outcomes, and backwards planning from the outcomes. The document outlines various strategies for differentiating by outcome, support, and task, emphasizing the importance of planning to avoid stigmatizing students. Teachers are then tasked with developing a differentiated lesson plan and resource to implement in their own classroom.
The document provides information and instructions for a workshop on creative teaching techniques. It includes objectives like introducing the topic, watching a lesson, and discussing alternatives. It also covers defining creativity in teaching, using authentic materials from stories to videos, and presenting various classroom activities centered around pictures books, interviews, YouTube clips and comics. Literature and website references are listed for further resources. The overall aim is to reflect on creative practices and encourage students' creative abilities.
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Effective Classroom Management involves organizing students, space, time, and materials to facilitate teaching and learning. It includes establishing clear routines, procedures, expectations, and reinforcement systems. The document outlines steps to develop a classroom management plan including defining rules and behavioral expectations, teaching these expectations to students, and using positive reinforcement to encourage appropriate behavior. Developing an effective classroom management system is important for supporting student behavior and academic achievement.
The implications of current theories of cognitive development in terms of the...julier3846
The document discusses several theories of cognitive development and their relevance to teaching, including behaviorism, Piaget's theory of cognitive development, and Vygotsky's sociocultural theory. It notes that behaviorism sees learning as response to external stimuli and conditioning, while Piaget believed development occurs in stages linked to maturation. Vygotsky argued learning is social and occurs through scaffolding within a child's zone of proximal development with help from others. The document concludes that teachers should consider multiple theories to create effective learning environments tailored to different students and contexts, as no single approach fits all situations.
25 Attention Grabbing Tips for the ClassroomEdutopia
Whether you're a new or experienced teacher, strategies for getting student attention are an important part of your classroom-management toolkit. In this presentation you’ll find 25 tips for quieting a noisy class.
The document outlines 5 early childhood education career options: teacher, in-home provider, regulator, director/administrator, and researcher. It provides average salaries, job responsibilities, and short-term and long-term goals for each career. Salaries range from $15,900-$94,800 depending on the role and experience. All careers involve educating or caring for children while pursuing ongoing training and education.
Parent Teacher Conferences: What's new, fresh ideas and best practices from education thought leaders and technology specialists. Sponsored by McGraw-Hill Education and VolunteerSpot, the leading FREE, easy online parent-teacher conference scheduling tool.
The document provides guidance on effective classroom management strategies. It discusses establishing procedures and rules to reduce discipline problems. Reasons for student misbehavior include boredom, lack of understanding of the purpose or applicability of the lesson, uninteresting instruction, and improper pacing. Key principles of classroom management are making a good first impression, addressing problems immediately, using proximity to students, preventing issues through lesson planning, modeling desired behaviors, and using non-verbal cues to manage noise levels. The overall message is the importance of planning engaging lessons to minimize discipline problems.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
involving learners actively in the process of learning gives more to the teacher and learner. the learners construct more concepts when they are actively involved in the process of learning
Thomas Gordon outlines 6 major elements for effective classroom discipline through inner self-control: 1) influence rather than control students through respect and trust-building, 2) use preventive skills like engaging lessons and clear expectations, 3) encourage student ownership of problems through active listening, 4) employ confrontive skills like modifying environments and sending I-messages, 5) help students through listening and avoiding roadblocks, and 6) resolve conflicts in a no-lose manner that preserves self-esteem and ends disputes.
This document discusses active learning approaches and their benefits over traditional lecture-based teaching. It provides evidence from over 600 studies that cooperation between students results in greater effort, more positive relationships, and better psychological health compared to competitive and individual learning. The document also outlines some active learning strategies like discussion, cooperative learning, and problem-based learning. It summarizes research from Miami University finding improvements in students' learning and abilities like critical thinking when faculty adopted more active approaches. Faculty reported experiential learning, student-centered approaches, discussion and cooperation worked best.
This document discusses reflective practice and defines it as seriously thinking about an experience in order to learn from it. Reflection can be done in action during an experience or on action after an experience. The purpose is to consider one's learning process, critically review behaviors and outcomes, build theory, engage in personal development, and make informed decisions. Various models of reflective practice are presented, including levels of reflection from descriptive to critical analysis. The importance of reflection for learning and improvement is emphasized.
This document summarizes a professional development session on developing critical thinking skills. It defines critical thinking and provides different definitions from experts. It discusses why critical thinking is important for teaching and learning. It outlines strategies to improve critical thinking like questioning, group activities, and connecting lessons to students' experiences. Barriers to critical thinking like biases and assumptions are presented. Characteristics of a critical thinker are described. The session concludes with a discussion on benefits of critical thinking for academics, workplace and daily life.
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Classroom management presentation nov 20thAhmed Hussein
This document provides guidance on effective classroom management strategies for teachers. It discusses establishing clear procedures and routines to maximize instructional time and minimize disruptions. Specific recommendations include developing 3-5 simple, positively stated class rules with logical consequences, explicitly teaching procedures to students, maintaining authority through prepared lessons and organized transitions between activities, and building rapport with students and parents. Overall, the key aspects of classroom management outlined are setting expectations, maximizing engagement, and fostering respectful relationships to facilitate student learning.
The document summarizes key findings from a research study on effective strategies for engaging struggling students. It discusses the need to recognize different learning styles and provide a variety of visual, auditory, and tactile materials. Some effective strategies include ensuring materials have relevant real-world content, teaching textbook navigation skills, using checks for understanding, and emphasizing self-motivated learning through hands-on activities that allow students to construct their own knowledge. Visual learning is particularly important to emphasize as the majority of students are visual learners.
- The document discusses Bloom's Revised Taxonomy, which is a framework for categorizing levels of thinking skills. It provides the original taxonomy terms and the revised terms.
- For each term (remembering, understanding, applying, analyzing, evaluating, creating), the document defines it, provides example activities and potential products.
- The levels progress from remembering/recall of facts, to understanding meanings, then applying concepts, analyzing parts, evaluating with criteria, to the highest order of creating new ideas.
Being a successful student can provide many great opportunities like good grades, good college, good job, etc. But most students don't try hard and but want to become a successful student.
This document discusses reflective learning, critical thinking, and their importance for nursing education and practice. It defines reflective learning as a deliberate process of focusing on one's performance to learn from experiences. Critical thinking involves skills like evaluating information, recognizing assumptions, and drawing valid conclusions. The document also discusses different types of clinical reasoning - procedural, interactive, and conditional - which therapists use to understand clients and their problems. Overall it emphasizes that reflective learning and critical thinking are essential for nurses to provide quality care and make ethical clinical decisions.
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Effective Classroom Management involves organizing students, space, time, and materials to facilitate teaching and learning. It includes establishing clear routines, procedures, expectations, and reinforcement systems. The document outlines steps to develop a classroom management plan including defining rules and behavioral expectations, teaching these expectations to students, and using positive reinforcement to encourage appropriate behavior. Developing an effective classroom management system is important for supporting student behavior and academic achievement.
The implications of current theories of cognitive development in terms of the...julier3846
The document discusses several theories of cognitive development and their relevance to teaching, including behaviorism, Piaget's theory of cognitive development, and Vygotsky's sociocultural theory. It notes that behaviorism sees learning as response to external stimuli and conditioning, while Piaget believed development occurs in stages linked to maturation. Vygotsky argued learning is social and occurs through scaffolding within a child's zone of proximal development with help from others. The document concludes that teachers should consider multiple theories to create effective learning environments tailored to different students and contexts, as no single approach fits all situations.
25 Attention Grabbing Tips for the ClassroomEdutopia
Whether you're a new or experienced teacher, strategies for getting student attention are an important part of your classroom-management toolkit. In this presentation you’ll find 25 tips for quieting a noisy class.
The document outlines 5 early childhood education career options: teacher, in-home provider, regulator, director/administrator, and researcher. It provides average salaries, job responsibilities, and short-term and long-term goals for each career. Salaries range from $15,900-$94,800 depending on the role and experience. All careers involve educating or caring for children while pursuing ongoing training and education.
Parent Teacher Conferences: What's new, fresh ideas and best practices from education thought leaders and technology specialists. Sponsored by McGraw-Hill Education and VolunteerSpot, the leading FREE, easy online parent-teacher conference scheduling tool.
The document provides guidance on effective classroom management strategies. It discusses establishing procedures and rules to reduce discipline problems. Reasons for student misbehavior include boredom, lack of understanding of the purpose or applicability of the lesson, uninteresting instruction, and improper pacing. Key principles of classroom management are making a good first impression, addressing problems immediately, using proximity to students, preventing issues through lesson planning, modeling desired behaviors, and using non-verbal cues to manage noise levels. The overall message is the importance of planning engaging lessons to minimize discipline problems.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
involving learners actively in the process of learning gives more to the teacher and learner. the learners construct more concepts when they are actively involved in the process of learning
Thomas Gordon outlines 6 major elements for effective classroom discipline through inner self-control: 1) influence rather than control students through respect and trust-building, 2) use preventive skills like engaging lessons and clear expectations, 3) encourage student ownership of problems through active listening, 4) employ confrontive skills like modifying environments and sending I-messages, 5) help students through listening and avoiding roadblocks, and 6) resolve conflicts in a no-lose manner that preserves self-esteem and ends disputes.
This document discusses active learning approaches and their benefits over traditional lecture-based teaching. It provides evidence from over 600 studies that cooperation between students results in greater effort, more positive relationships, and better psychological health compared to competitive and individual learning. The document also outlines some active learning strategies like discussion, cooperative learning, and problem-based learning. It summarizes research from Miami University finding improvements in students' learning and abilities like critical thinking when faculty adopted more active approaches. Faculty reported experiential learning, student-centered approaches, discussion and cooperation worked best.
This document discusses reflective practice and defines it as seriously thinking about an experience in order to learn from it. Reflection can be done in action during an experience or on action after an experience. The purpose is to consider one's learning process, critically review behaviors and outcomes, build theory, engage in personal development, and make informed decisions. Various models of reflective practice are presented, including levels of reflection from descriptive to critical analysis. The importance of reflection for learning and improvement is emphasized.
This document summarizes a professional development session on developing critical thinking skills. It defines critical thinking and provides different definitions from experts. It discusses why critical thinking is important for teaching and learning. It outlines strategies to improve critical thinking like questioning, group activities, and connecting lessons to students' experiences. Barriers to critical thinking like biases and assumptions are presented. Characteristics of a critical thinker are described. The session concludes with a discussion on benefits of critical thinking for academics, workplace and daily life.
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Classroom management presentation nov 20thAhmed Hussein
This document provides guidance on effective classroom management strategies for teachers. It discusses establishing clear procedures and routines to maximize instructional time and minimize disruptions. Specific recommendations include developing 3-5 simple, positively stated class rules with logical consequences, explicitly teaching procedures to students, maintaining authority through prepared lessons and organized transitions between activities, and building rapport with students and parents. Overall, the key aspects of classroom management outlined are setting expectations, maximizing engagement, and fostering respectful relationships to facilitate student learning.
The document summarizes key findings from a research study on effective strategies for engaging struggling students. It discusses the need to recognize different learning styles and provide a variety of visual, auditory, and tactile materials. Some effective strategies include ensuring materials have relevant real-world content, teaching textbook navigation skills, using checks for understanding, and emphasizing self-motivated learning through hands-on activities that allow students to construct their own knowledge. Visual learning is particularly important to emphasize as the majority of students are visual learners.
- The document discusses Bloom's Revised Taxonomy, which is a framework for categorizing levels of thinking skills. It provides the original taxonomy terms and the revised terms.
- For each term (remembering, understanding, applying, analyzing, evaluating, creating), the document defines it, provides example activities and potential products.
- The levels progress from remembering/recall of facts, to understanding meanings, then applying concepts, analyzing parts, evaluating with criteria, to the highest order of creating new ideas.
Being a successful student can provide many great opportunities like good grades, good college, good job, etc. But most students don't try hard and but want to become a successful student.
This document discusses reflective learning, critical thinking, and their importance for nursing education and practice. It defines reflective learning as a deliberate process of focusing on one's performance to learn from experiences. Critical thinking involves skills like evaluating information, recognizing assumptions, and drawing valid conclusions. The document also discusses different types of clinical reasoning - procedural, interactive, and conditional - which therapists use to understand clients and their problems. Overall it emphasizes that reflective learning and critical thinking are essential for nurses to provide quality care and make ethical clinical decisions.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
This document discusses assessment and reporting in education. It begins by outlining the purpose of keeping a journal on assessment topics and classroom activities. It then explores formative and summative assessment, noting the difference is that formative assessment provides feedback during instruction while summative assessment measures growth after instruction. The document also examines the cycle of inquiry in teaching and learning, emphasizing the importance of reflection. Key aspects of quality assessment like clear purposes and targets are connected to the author's experiences. The relationship between assessment and evaluation is defined, and ingredients for an effective assessment approach are presented.
The document summarizes the key aspects of the Right of Children to Free and Compulsory Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between ages 6-14. It establishes the right to education as a fundamental right and outlines the duties and responsibilities of government authorities, schools, parents and teachers to ensure all children can access elementary education. The Act also specifies norms around pupil-teacher ratios, infrastructure requirements, curriculum, evaluation and grievance redressal mechanisms. Its overall goal is to benefit children from disadvantaged backgrounds and weaker sections of society by improving access to quality elementary education across the country.
Inclusive education and right to education in IndiaMadhu Mahesh Raj
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
The document outlines the key provisions of The Right of Children to Free and Compulsory Education Act, 2009 in India, including the right to free admission and completion of elementary education for all children ages 6-14, responsibilities of central and state governments to establish schools and provide resources, and parameters for calculating the costs of implementation.
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.
The document discusses improving communication skills and provides tips for effective communication. It emphasizes that communication is a two-way process and listening is as important as speaking. It recommends practicing communication skills, such as asking open-ended questions, paraphrasing, and seeking to understand before responding. The document also provides guidance on public speaking, such as preparing well, using the AIDA model to structure presentations, and practicing delivery to overcome stage fright.
The document provides information on developing effective communication skills. It discusses communication principles like giving and gathering good information to build mutual trust. It also covers developing assertive communication skills through principles like focusing on solutions rather than problems. The document recommends developing active listening skills such as paraphrasing, reflecting feelings, and synthesizing ideas to better understand others.
This document provides tips for preparing for a job interview. It discusses different types of interviews, including behavioral, situational, unstructured, and panel interviews. The main preparation areas covered are researching the company, personal appearance, body language, common interview questions, questions to ask the interviewer, and following up after the interview. Key points include tailoring examples from your experience to the job requirements, maintaining eye contact, practicing slowing down speech for control, and sending a thank you email after to stay memorable.
This document provides tools and techniques for mindful and agile leadership. It discusses conducting inner weather check-ins at team meetings to be collectively aware of moods. It recommends practicing mindfulness through daily routines, mindful listening, and stakeholder interviews. The document also covers reflective action and SMART goal setting, effective communication techniques like active listening and generative conversations, and tools for managing conflicts and coaching others. The overall aim is to train leaders to approach their work and interactions from a place of higher consciousness and intention.
Eight steps to become great at what you do.Milan Juza
This document outlines 8 steps to become truly great at your job:
1. Reflect on how you compare to the best in your field using an objective frame of reference rather than just your colleagues.
2. Identify reasons why you may not be as good as you think, such as complacency, lack of knowledge, or external factors.
3. Get feedback from others you trust on your strengths and weaknesses.
4. Develop specific actions to address weaknesses rather than excuses, prioritizing high-impact solutions.
5. Take action on your plan rather than just discussing improvements.
6. Continuously work to improve and never become complacent in your progress.
This document discusses various motivation techniques for employees and self-motivation. It outlines intrinsic and extrinsic motivational approaches and provides strategies for motivating staff, such as making employees feel heard, secure, and acknowledged through praise. A self-motivation action plan is proposed involving clarifying goals, identifying obstacles, and addressing each obstacle. The power of motivation to drive success for both employees and companies is emphasized.
If you are to help other people to be useful in meetings, first you have to be sorted in yourself, Part of a Workshop Facilitation module on MSc Agile Software Development
This document provides guidance on competency-based interviews. It explains that competency-based interviews focus on behaviors and ask candidates to provide examples of when they demonstrated key competencies. The document advises candidates to prepare by developing examples using the STAR technique and to practice their answers. It also provides sample questions across 8 common competency areas and advises candidates on techniques for responding confidently during the interview.
The document describes the steps and content of a life skills training program. It discusses sessions focused on decision making and problem solving. The decision making section outlines an 8-step process for making decisions that involves clearly defining the problem, setting goals, brainstorming solutions, weighing pros and cons of options, and committing to a choice. The problem solving section similarly presents an 8-step approach that involves defining the problem, understanding one's feelings about it, relaxing, generating solutions, considering others' perspectives, evaluating options, ranking solutions, and making a selection.
The document provides guidance on life skills training modules that focus on decision making, problem solving, creative thinking, and critical thinking. It outlines 8 steps for decision making that involve clearly defining problems, setting goals, brainstorming solutions, weighing pros and cons of options, selecting a best choice, and implementing decisions. The 9 steps for problem solving include defining problems, considering feelings, relaxing before solving, exploring solutions, evaluating solutions, selecting a choice, and reexamining problems. Sessions on creative and critical thinking describe characteristics and learning approaches for these skills.
The document discusses a personal development course that aims to help students understand themselves better during adolescence. The course objectives are to have students analyze their developmental changes, skills, relationships and career development. It provides techniques for managing stress and mental health issues. Various class activities and assignments are described, such as a self-concept inventory, discussions on ideal and actual self, and a talent show. The importance of understanding one's strengths and weaknesses is emphasized to improve self-acceptance and relationships.
How to break down barriers to give more feedback at workQuynh Nguyen
You are motivated to give more feedback to help your colleagues grow, but you often find yourself not doing it. There seems to be visible barriers that stops you giving feedback. Understand what they are, so you can break through and start growing with the people you value.
This document discusses various aspects of staff development and training, including:
- The importance of facilitating continuous development of employees for organizational success.
- Techniques for determining staff training needs such as asking open-ended questions and inviting staff to describe their work.
- Elements that should be included in learning contracts agreed upon between managers and staff, such as goals, objectives, actions, and timelines.
- The benefits of collaboration between managers and training departments to identify development opportunities and resources.
- The importance of review and evaluation of training programs to identify additional learning needs.
Managing Oneself And Reflective Practise Drucker HackettNaomi Smith
The document discusses the importance of self-reflection and managing oneself effectively. It emphasizes the need to understand your strengths, values, and how you perform best. Some key aspects covered include conducting self-assessments to identify your strengths and learning style, determining if you work best as a decision-maker or advisor, and using critical reflection to avoid arrogance and take informed actions. The overall message is that managing yourself well requires honesty about your abilities and continuously working to improve your performance.
Ten tough interview questions and ten great answersHa Nguyen
This document provides examples of answers to 10 tough interview questions:
1. It summarizes the key points to address in response to "Tell me about yourself" - focus on why you are the best candidate and back it up with examples.
2. For "Why should I hire you?" it recommends stating that you are the best person and differentiating yourself with a passionate commitment to excellence, backed by examples.
3. When asked about long-range objectives, focus on achievable goals and what you are doing to reach them, giving examples.
4. For education, emphasize practical application learned and give behavioral examples aligned with required competencies.
5. To show you are a team player
BUS 3451, Organizational Theory and Behavior 1 Course .docxRAHUL126667
BUS 3451, Organizational Theory and Behavior 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
1. Elaborate on the rational choice paradigm.
2. Explain why people differ from the rational choice paradigm when identifying
problems/opportunities, evaluating/choosing alternatives, and evaluating
decision outcomes.
3. Discuss the roles of emotions and intuition in decision making.
4. Determine employee characteristics, workplace conditions, and specific
activities that support creativity.
5. Identify the benefits of employee involvement and the four contingencies that
affect the optimal level of employee involvement.
6. Explain the benefits and limitations of teams and why employees join informal
groups.
7. Discuss team competencies (teamwork, cohesion, and virtual teams).
Unit Lesson
Decision Making, Creativity, and Team Dynamics
When we have to identify a problem, it is difficult but highly effective to view the
problem as an opportunity. More and more organizations are doing exactly this as
they develop training programs and examine issues that arise.
In this unit, we will learn about the rational choice paradigm, which is helpful to
decision making. Managing people is an art as well as a science, and when a
manager can explain why people differ in opinions as they evaluate opportunities,
issues, and outcomes, they will find that subordinates come to trust their open-
mindedness. Simply listening is a major influence on people, but gaining their
knowledge is what empowers a person in a leadership position to best identify the
problem. Also, important to decision-making are the roles of creativity and control of
one’s emotions. Imagine a situation where a manager did not support creativity.
Where would Apple or Facebook be without the creative involvement of its
organization?
As we discuss aspects of successful, self-directed teams and virtual teams, we will
uncover the value of many areas of the organization such as individual employee
characteristics, workplace conditions, and specific activities that support creativity.
Look at the case studies at the end of Chapter 7 to view many aspects of employee
involvement and creative outcomes in real-life situations.
As we identify the benefits of employee involvement, we will examine many
contingencies that affect the optimal level of employee involvement such as those
outlined in the textbook. Have you ever worked in a company where the boss did not
control over his/her team simply because he/she did not lead? This occurs often, and
silent or servant leaders arise. These leaders might not be the manager or director,
Reading
Assignment
Chapter 7:
Decision Making and
Creativity
Chapter 8:
Team Dynamics
Suggested Reading
See information below.
Learning Activities
(Non-Graded)
See information below.
Key Terms
1. Creativity
2. Decision making
3. Diverg ...
2. help you understand yourself and as a tool to increase your
professional value.
Self-Reflection
If you have ever tried to understand yourself better by
stepping back from an experience and deeply considering
why you were feeling a certain way or why you did something,
then you were using self-reflection. Self-reflection in its simplest
form is asking yourself thought-provoking questions so that
you can develop a deeper level of understanding about
yourself. We may engage in self-reflection when we are unsure
about something, when we feel like we could have done
something differently, or when we want to remind ourselves
what we are doing well or what we have accomplished.
HAVE YOU EVER put together a large jigsaw puzzle with a
lot of pieces? At least one puzzle piece is always difficult to
place. It isn’t a corner puzzle piece, but one of the middle
puzzle pieces that looks too similar to the other puzzle
pieces to stand out.
Employers see technical and professional communica-
tors as that confusing middle puzzle piece because they
don’t know where we fit in their companies. We need a way
to make our placement clear to our employers, and one
of the ways we can do this is by showing them what our
professional value (or worth) is to the company; however
we don’t always know exactly what our professional value is
or how to explain that professional value to other people.
In this article, I focus on using self-reflection as a tool to
By CRYSTAL HOLYN HOLDEFER
Understanding Yourself and
Increasing Your Professional Value
THROUGH
Self-Reflection
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YOUR CAREER
3. What Type of Self-Reflection Should You Use?
While self-reflection has been used by managers through
group sessions (Rigg & Trehan) and by nursing students
through structured questions (O’Callaghan) and written
assignments (Honey, Waterworth, Baker, & Lenzie-Smith),
self-reflection has also been used by pharmacy students
through journals (Bouldin, Holmes, & Fortenberry). Alicia S.
Bouldin, Erin R. Holmes, and Michael L. Fortenberry—two
female research assistant professors and a male telecommu-
nications analyst—had the students in their communication
course use self-reflective journals (which included feedback)
because they recognized that it had “potential in developing
skills in communication, critical thinking, self-learning,
self- and social awareness, empathy, and sensitivity to cultural
differences” (p. 2). We, as technical communicators, should
use self-reflective journals in work practice, but without
feedback. Without feedback, self-reflective journals become
more isolated for technical and professional communicators,
but this isolation is more appropriate for our work practice
because it allows us to use self-reflective journals in our own
time and it keeps our writing private.
Using Self-Reflective Journals in
Work Practice
To create a self-reflective journal, you usually choose a
notebook to write your self-reflections in. However, if you
prefer typing, you can also create a self-reflective journal
by typing out your self-reflections in electronic documents.
Once you’ve chosen whether to use a paper notebook or
an electronic document, you can then choose any of three
situations to reflect on. These three situations are:
44 Positive Work Situations (Situations where you reflect
on a positive experience that you’ve had at work, such a
task you did well. These reflections help you create more
positive experiences.)
44 Negative Work Situations (Situations where you reflect
on a negative experience that you’ve had at work, such
as a mistake that you feel you made or a time when you
wish you’d done things differently. These reflections
help you create strategies to do better.)
44 Work-Related Tasks (Situations where you reflect on a
task that you performed recently at work—such as typing
up a report, meeting with a client, or giving a presen-
tation—in order to find out how and why you’re better
at doing the task. These reflections help you feel more
positive about yourself.)
While all three of these types of self-reflection involve
asking and answering certain kinds of questions, the
questions vary for each type. To explain how to reflect for
each type of situation in more detail, I will use the next
three sections to talk about each one in turn.
Self-Reflection on a Positive Work Situation
Start the journaling process by thinking about one
situation at work where you really succeeded. Next, figure
out what factors (or reasons) led to your success by asking
and answering questions about the situation. These
questions can be found in Table 1.
Questions
1. Why did I succeed?
2. Why did I succeed this time as compared to other
times?
3. What motivated me to do well?
4. How did I feel after doing well?
5. Did I feel more in control this time?
6. Did I receive any reward or praise from doing well?
(If not, would I have felt more motivated if I had?)
Table 1. Self-Reflective Questions for a Positive Work Situation
After you’ve found out what factors contributed to your
success, analyze why you think these factors were present.
For instance, if you found out that being more prepared
contributed to your success, you would then think about
what factor caused you to be more prepared. This thinking
may then lead you to discover that you were more prepared
because you came into work with a game plan on what
needed to be done that day.
Once you’ve taken some time to understand why these
factors were present, you then apply what you’ve learned to
figure what your next active step will be. When you are trying
to figure out what your next active step will be, focus on how
you can repeat your success. Using the example from before,
you may figure out that coming up with a game plan was the
key factor to your success, and so your next active step could
be to make this type of preparation into a habit.
Self-Reflection on a Negative Work Situation
Start by thinking about one situation at work where you
made a mistake. Next figure out what factors led to your
mistake by asking and answering questions about the
situation. These questions can be found in Table 2.
Questions
1. Why did I make a mistake?
2. Is the reason emotional? (Was I having bad day/
distracted/nervous/tired?)
3. Is the reason lack of knowledge? (Was I unsure
how to do something ?/Did I miss a step?/Did I
forget to double-check my work?)
4. Is the reason accidental? (Did I not know that
what I did was wrong?/Did I misunderstand the
directions?)
Table 2. Self-Reflective Questions for a Negative Work Situation
After you’ve found out what factors contributed to your
mistake, analyze why you think these factors were present.
For instance, if your mistake was misunderstanding written
January 201414
4. directions because those directions were new to you, you
would then ask yourself if this problem had ever occurred
before. Mistakes will happen on the job no matter how
much you prepare yourself for them, but self-reflecting on
a negative work situation helps you recognize when you are
making the same mistakes and when you need to make a
change so that you won’t be seen by others as incompetent.
Using the example from before, one of the changes
that you may make is to try rereading the directions more
carefully or to try asking the person that knows (and
probably wrote the directions) to clarify when you’re having
trouble understanding.
Self-Reflection on a Work-Related Task
Start by thinking about one recent task that you did and
then focus on your professional learning (how you’ve changed
or improved) by asking and answering questions. These
self-reflective questions are in Table 3.
Questions
1. How is my professional learning improving? (This
may include, but is not limited to, improvement
in writing, in the ability to complete assignments,
in the ability to explain directions to others, or in
communication skills.)
2. Has my employer or any of my coworkers said
anything to me about my work? Did they mention
that they liked something that I did or did they
give me some advice?
3. If they liked what I did, did that action come through
naturally or was it something I’ve been working on?
4. If they gave me advice, was that advice constructive
enough to use?
Table 3. Self-Reflective Questions for Professional Learning
While the other types of self-reflection were focused
on figuring out what your next action step would be,
professional learning self-reflection can make you
feel better about yourself while also making you more
open to others. You may remember a positive comment
from your employee and feel more confident in your
skills, or you may decide to listen to some constructive
advice from a coworker. Not everything that coworkers
advise us on may be based on good intentions, but
sometimes listening to advice from people who are more
experienced can be a benefit.
For example, I’ve always had difficulty leaving work
when it’s time to go home, and in the last week my coworker
commented that staying late too many times would take
away from my own time. I followed his advice and decided
to try to leave when work was over, and I’ve actually had
more time to get other things done. Listening to the advice
of others gives us something to work on and may lead to us
doing our work better than before.
Why Self-Reflection Is Effective
If self-reflective journals sounds like additional “busy
work” to you (Bouldin, Holmes, & Fortenberry, p. 1),
then consider this suggestion from Lynn W. Zimmerman.
Zimmerman, an associate professor of education, suggests
that the aim of self-reflective practice is “transformation”
(p. 46). Through self-reflection we can change how we see
ourselves and how other people see us.
Changing How We See Ourselves
The article, “Reflection and Learning: Characteristics,
Obstacles, and Implications” published in Educational
Philosophy and Theory, an education philosophy, theory, and
research journal, presents that the “primary process by
which humans experience emancipation [(freedom from
inhibition and convention)] is self-reflection” (Denton, p.
848). This emancipation is caused by:
44 Your improved self-confidence
44 Your stronger sense of control
44 Your increased passion for your work
Your self-confidence increases because you discover
what your accomplishments are, what your skills are, and
how your skills and knowledge have improved. You feel
a stronger sense of control because you create “coping
strategies” (Honey, Waterworth, Baker, & Lenzie-Smith,
p. 452), or ways to handle difficult situations. You feel
more passion for your work because you change from
being a passive worker to being a self- motivated worker
that sets goals.
Changing How Others See Us
The article, “Using the Power of Student Reflection to
Enhance Professional Development” published in The
Internet Journal of Allied Health Sciences and Practice, a peer-
reviewed, open-access, and allied health and education
journal, paraphrases that in “the profession workplace…
employers value skills and qualities” (Zimmerman, Hanson,
Stube, Jedlicka, & LaVonne, p. 1). Our employers want us
to succeed in their company, but they also want us to be
valuable employees. Self-reflection increases our profes-
sional value because it helps us:
44 Explain what we do, what we’ve accomplished, and how
we contribute to the company’s growth
44 Make fewer mistakes or show that we are putting in the
work to improve
44 Learn skills in problem-solving, analyzing, and critical
thinking so that we are valuable assets for company projects
The positive change in how you see yourself, a gained
sense of control, and recognition by others can also make
you feel more comfortable in your workplace, which can
encourage you to take on more difficult tasks in order to
learn from them.
Conclusion
Self-reflection in work practice is not without its limitations. At
first, you may struggle using self-reflection because it requires
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YOUR CAREER
5. a deeper level of thinking and because you may not have any
previous experience with self-reflection. With this struggle in
mind, I included the guided questions so that you can begin
to understand what types of questions lead to deeper under-
standing and action. Getting used to self-reflective journaling
may take some time, but the more you use this approach, the
easier it will eventually become. Changing how our employers
see us through the use of self-reflective journals may be just
the tool for our employers to finally understand where we fit
into their company puzzle. gi
CRYSTAL HOLDEFER is a graduate of East Carolina University
(with an MA in technical and professional communication) and is a
writing consultant at ECU’s University Writing Center (UWC). She
recently wrote an article, “Using Communication Qualities in Your
Tutoring Sessions: How to Become a Better Speaker and Listener,”
which was published in the UWC’s tutor manual. This paper has
been read by new writing consultants and has helped them become
better writing consultants during their sessions. You can email Crys-
tal at holdeferc08@students.ecu.edu or at holdefer18@gmail.
com. You can also follow her on Twitter @CrystalHoldefer.
Bouldin, A. S., E. R. Holmes, & M. L. Fortenberry. “Blogging” about course concepts: Using technology for reflective journals in
a communications class. American Journal of Pharmaceutical Education 70.4 (2006): 1–8. Retrieved from www.ncbi.nlm.nih.gov/pmc/
articles/PMC1636988/pdf/ajpe84.pdf.
Denton, D. Reflection and learning: Characteristics, obstacles, and implications. Educational Philosophy and Theory 43.8 (2011): 838–852. Retrieved from
http://onlinelibrary.wiley.com.jproxy.lib.ecu.edu/doi/10.1111/j.1469-5812.2009.00600.x/pdf.
Honey, M., S. Waterworth, H. Baker, & K. Lenzie-Smith. Reflection in the disability education of undergraduate nurses: An effective learning tool? Jour-
nal of Nursing Education 45.11 (2006): 449–453. Retrieved from http://search.proquest.com/docview/203962575/fulltextPDF?accountid=10639.
O’Callaghan, N. The use of expert practice to explore reflection. Nursing Standard 19.39 (2005): 41–47. Retrieved from http://search.proquest.com/
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from http://dx.doi.org/10.1108/03090590810877094.
Zimmerman, L. W. Reflective teaching practice: Engaging in praxis. Journal of Theory Construction & Testing 13.2 (2009): 46–50. Retrieved from http://
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Zimmerman, S. S., D. J. Hanson, J. E. Stube, J. S. Jedlicka, & F. LaVonne. Using the power of student reflection to enhance professional development.
Internet Journal of Allied Health Sciences and Practice 5.2 (2007): 1–7. Retrieved from http://ijahsp.nova.edu/articles/vol5num2/zimmerman_manuscript.pdf.
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