Appendix E Reflective Report Guidelines The following guidelines are provided to assist students to write a comprehensive and structured reflective learning report. Objectives and aims The objective of the report is to account and reflect on what the students have learned during their 12week internship placement at the designated professional firms. Students need to write a succinct report on what they have learned focusing on the key skill areas including the development of business awareness, application of technical skills and professional judgment, as well as the challenges of working in teams. The students also have the opportunity to highlight their key achievements and their observations and analyses of specific issues faced by the professional firms and how these issues could be resolved. Preparation of the report While many facts in the report are derived from the students’ work-place experience, they must be academically sound in terms of organisation, presentation and content.
The idea that the teacher deposited into Rodriguez fits the majority of his experiences in the education he received. In Rodriguez’s essay he feels that “books were going to make him educated” (Rodriguez 342). He didn’t develop critical thinking skills, thoughts or ideas of his own. Early on in Rodriguez’s essay he illustrates the characteristics of an automation which confirmed
Interdisciplinary Approach to Teaching Interdisciplinary teaching is often seen as a way to address some of the recurring problems in education such as fragmentation and isolated skill instruction. It is seen as a way to support goals such as transfer of learning, teaching students to think and reason, as well as, providing a curriculum more relevant to students (Marzano, 1999, Perkins, 1991). This approach to teaching requires planning that looks at the fundamental objectives of a number of curriculum areas. Connecting curriculum in the interdisciplinary approach is an efficient way to help teachers deal with knowledge that grows at exponential rates (Jacobs, 1989). A unit of study that that uses this approach of teaching enables the teachers to teach and make links between disciplines, thereby giving the students a more relevant, less fragmented and stimulating experience.
I taught and assessed them on Unit 1 Preparing Business Communications section of the course. They were assessed both summatively and formatively. Summative assessment took the form of a classroom based exam paper during which they conformed to an exam type situation. Formative assessment was ongoing throughout lessons taught through discussion, active questioning, tasks and homework all of which enabled me to give effective feedback to the students. I will discuss these two types of assessment throughout the course of this essay.
People who are right brained are more on the holistic, intuitive and subjective side of learning. They would much rather prefer learning things as a whole and then understanding a breakdown of the steps. These learners are referred to as “simultaneous processors”. It may be better that people are trained to be whole brained because they are able to assess any situation or new learning experience because they are using both sides to process. In the classroom, “For a more
In particular how they keep the classroom under control but also make it a fun place to learn. I will also look closely at the learner, this being the child. They need to be mentally stimulated, otherwise concentration is lost. I want to look closely at how this level of concentration can be obtained and at what levels and at what time span does their mind begin to wander. I will also look at behavioural patterns within classrooms, from this I will see how behaviour can be kept under control to make the classroom effective.
Research also indicates that people are bad at multitasking so it’s better to focus on one thing at a time. He also talks about the topic of metacognition, which is a student’s awareness of their level of understanding. Students must develop a more accurate metacognition. I can use this information to realize the type of strategies I use to learn and fix them to better retain material. I can develop better studying skills by focusing on one thing at a time and understanding and relating the material I’m reading.
• It stresses the importance of using the classroom to help the students overcome negative attitudes. • It forms positive skills. • It educates students in emotional and personal development as well as intellectual areas of study. • Too much focusing on attitudes can take away time from the content or academics. Morrish's "Real Discipline" • It shows and demonstrates a clear understanding of human nature and how students will react.
In the study we will try to evaluate the problem and explore some solutions. The factors that lead to this investigation include us as student-teachers all experiencing the same problem during our teaching practice. Teaching methods seem to differ between our mentor teachers and ourselves which could be an age problem or an education problem. Collected resources all indicate that the way a teacher manages the classroom determines the behaviour of the learners, therefore indicating that discipline is the major issue that needs to be dealt with in order to create a positive relationship between teachers and learners. Starting off as a teacher in teaching practice helped us realise what we wanted to be as a teacher as well as how we wanted to teach, etc.
The teacher should have the ability to check learners understanding during lessons. It is important that the teacher recognises learners may respond in different ways to feedback and should adapt techniques accordingly. Evaluation of the course is essential to ensure it is up to date and still relevant, that it meets the needs of the learners, and that objectives and learning outcomes are being achieved. Self-evaluation is also important to ensure teaching techniques are appropriate and that the