These views can be compared to Boud et al. (1985), cited in Farrelly (2010: p.26) which states that reflection is; “A complex and deliberate process of thinking about and interpreting experience in order to learn from it.” These three definitions demonstrate that reflection is a process of evaluating an incident and changing things, in order to provide better understanding and practice. This is supported by Schön (1983) who described that reflection is the way in which the knowledge that underpins practice can be discovered and improved. Miller et al. (2008) suggest that in order for professionals to challenge their practice, they must reflect on their practice.
Write a paragraph introducing the subject to the reader by 1) Over-viewing the “big-picture” of your subject, its influence on people, why it’s important to evaluate, and 2) Establish the evaluative criteria you will be using to prove your thesis. • Thesis: Your Judgment on the Subject. Write your complete thesis statement, which includes your judgment and reasons for support. The reasons are your judgments on the evaluative criteria you have identified to evaluate your subject. Use the word “because” to connect your judgment to your reasons.
Refocusing on your thinking and knowledge to generate new ideas. Look at your behaviour, learning needs and your judgement. Why is reflective practice important? Reflective practice is important for you to focus on how you interact with your colleagues, customers and the each environment that you will be in. It’s an impact on yourself learning and knowledge you have gained.
Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 1 The three major theories of learning: Behaviourism, Cognitivism and Constructivism. Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 2 Abstract Learning theories provide a conceptual framework for interpreting the examples of learning that are observed and they direct our attention to those variables that are crucial in finding solutions. These learning theories (Behaviourism, Cognitivism and Constructivism) provide structured foundations for planning and conducting instructional design activities and they have had significant influence on the thinking and approaches used by proponents in this field of study. The information presented provides the reader with a comparison as well as contrast of these three different viewpoints and illustrates how these differences might be translated into practical applications in an early childhood setting. Keywords: Schemata Tabula rasa Ever-changing Reinforcement Cultural Dynamic Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 3 The three major theories of learning: Behaviourism, Cognitivism & Constructivism Webster’s Dictionary defines learning as “the act of one that learns; knowledge of skill acquired by instruction or study; modification of a behavioural tendency by experience”.
Reid (1993) defined reflection as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Read (1993), adds that reflective practice is potentially both a way of learning and a mode of survival and development once formal education ceases. Page and Meerabeau, (2000) described two fundamental forms of reflection: reflection-in-action, and reflection- on- action. Understanding the differences between these forms of reflection is important. It will assist practitioners in discovering a range of techniques they can use to develop their personal and professional competences.
Question: Reflect on your presentation, giving a rationale for the model chosen. • The evidence base for your chosen area of practice • A critical discussion about your practice in the chosen area • A critical evaluation of your presentation, including strengths and any areas you need to develop • Use a model or framework of reflection and say why you have chosen • that particular model. The essential purpose of reflective practice is to enable the practitioner to interpret an experience in order to learn from it (Johns 1995). It is a process that involves examining individual personal thoughts and actions in daily practice (Somerville and Keeling 2004). The development of reflective review offers the practitioners a useful way to take responsibility for his or her clinical effectiveness.
2) Reflective observation-where you think about it. 3) Abstract conceptualisation- you think about how it fits into a pattern or theory and work out some rules. 4) Active experimentation-the next time the same situation occurs, you apply your rules/theories. As a result, this will make your experience different from the first time. This can be applied to different factors, therefore you continue to reflect, think and work out different solutions.
CARERS GUIDE TO REFLECTIVE PRACTICE What is Reflective Practice? Reflective Practice is a conscious process. It means that you are thinking about what you are doing and learning from it. You may complete a task and afterwards think about how you carried this out, if you could have done it differently and what you have learned. Stages of Reflective Practice Stage 1: brief description of task, situation or incident which sets out intended purpose of intervention or objectives Stage 2: Planning work- what is needed Stage 3: What happened- what took place Stage 4: Reflective Practice – did the planning or intervention achieve its objectives.
In this essay I will explore three methods of memory techniques, mental images, concepts and schemas and demonstrate how they are affective in helping organise out thoughts and improve our memory. Mental images are an alternative to thinking in words. If we make an effort to picture in our mind an image to use as a cue when recalling information it is likely to help fix it in our mind. Many mnemonics follow this technique and in the ‘method of loci’ it encourages the leaner to link mental images of the items they try to remember with a sequence of well know locations the learner is familiar with. This can be used in everyday tasks such as shopping lists and even revising for exams.
Comprehension is used to demonstrate that you understand the material, application is how you apply what you have learned to new situations, analysis is how you break apart ideas and relate them to other things, this also includes, answering questions, identifying assumptions, and analyzing values. Synthesis is when you build off of what you have learned by looking for interconnections, creating and def3nding a position, and developing creative ideas and new perspectives. Then there is evaluation is more or less criticism, forming judgments and conclusions this also includes seeing the pros and cons of things also seeing advantages and disadvantages to things. Five ways to improve critical thinking skills include having a positive attitude, asking questions, using creativity, seeing all sides of an issue, and using reasoning. 2.