Discuss how reflection can develop professional practice through critically analysing two different models/theories of reflection in this module. The definition of reflection has been defined differently by various authors. Cottrell (2010) suggests that reflection is a type of thinking that is linked to gaining a better understanding of something and that it is also an important part of the learning experience and where we can make sense of the experience. This can be related to Boyd and Fales (1983) who suggest that reflection is a process which can be used to examine and explore an area of concern and which could potentially end in a changed perspective. These views can be compared to Boud et al.
As you begin your practicum, it is important to list your desired outcomes for learning and then identify and arrange activities and experiences that will help you reach those goals. A learning outcome is what you gain, achieve, get exposed to, or master as you work toward professional competency. A learning goal is a broad description of what you plan to learn, and is not usually mea- surable. A learning objective is what you hope you will know or be able to do following your practicum and is usually measurable. Learning activities are the actual steps you take to help you achieve the outcomes you desire.
This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays. Instructional strategies should include presenting clear objectives to the students, allowing students some way to capitalize on their learning styles, and encouraging students to build on their own experience and
2.1 Evaluate how to involve the learner in the assessment process When learners communicate with others about their learning, they learn about what they have learned, what they need to learn, and what kind of support may be available to them. Research shows that when learners are involved in the assessment process and learn to articulate what they have learned and what they still need to work on, achievement improves (Black and Wiliam, 1998; Sternberg, 1996. When communicating their learning using a variety of work samples, they go beyond what grades, numbers and scores alone can show. They are able to examine the depth, the detail, and the range of their own learning to figure out their strengths and what they need to work on next” (Gregory, Cameron, Davies, 2010) This is all part of learning to self-monitor and is recognised as an essential skill for self-directed, independent, lifelong learners. Elbow (1986) Progress is based on actual performance rather than on how well learners perform in comparison to others (Lytle and Wolfe 1989; Sticht 1990).
In the accrual basis method, transactions are always recorded immediately. This is true even for transactions where cash is not received or paid right away. In some businesses, supplies are bought or sales are made on credit. Sales made on credit typically are entered into an accounts receivable (when cash is owed to the company) or into an accounts payable (when cash is owed by the company). The accrual method works best for these businesses because revenues and expenses can be balanced at the end of every reporting period.
Outline how you, as an organisational leader, would gather information about continuous improvement needs and would contribute to and implement continuous improvement initiatives. Draft a memo to employees providing information about changes to plans and operations, the outcomes of continuous improvement efforts. Lastly, also consider customer service and feedback from customers that might contribute to identification of improvement opportunities. Include reference to the impact of change on individuals and groups within an organisation, risk assessment, risk management and techniques for successfully managing the different types of change. What actions would you take to ensure that employees in the organisation understood the need for improvement and were able to cope with the accompanying changes?
Running head: LEADERSHIP PLAN FOR MERGER/ACQUISITION A Leadership Plan for the Merger/Acquisition Abstract The key to a successful merger or acquisition is leadership. Organizational style and culture are blended into one and effective leadership will facilitate a smooth and productive transition. This analysis examines theoretical and practical dimensions of effective leadership. It also addresses the new structure and identifies key strategies for a successful acquisition. The global concepts of communication and empowerment are the centerpieces of the new organizational structure.
Utilizing the approach of backward design when planning instruction involves the teacher identifying what the student should be able to understand and achieve by the end of the unit and then purposefully working backwards to scaffold instruction allowing for opportunities to deepen the understanding and depth of knowledge achieved (Wiggins & McTighe, 2006, p. 13). How am I, as an instructor, supposed to be able to determine the desired results, what evidence is acceptable and plan the learning experiences within the context of a school year that focuses on so much more than the state benchmarks? How do I create instruction utilizing backward design that takes into account the lack of skills my students come to me with in the beginning of the year? How will I ensure that my students retain the information (Wiggins & McTighe, 2006, p. 19) and perform with understanding, knowledge and skill on their own? Backward design seems to be able to answer those questions while being the pinnacle of good planning and instruction.
These resources are then diverted into productive channels. A capital market facilitates and promotes the process of economic growth within my manufacturing business through several ways. The changes in a market will have an effect on the decisions a manager makes. Supply, demand, inventory and production can all be affected by a thriving or poor capital market. The success and effectiveness of a manager will result in investors in the manufacturing company or people who withdraw their investment.
In addition, I offer my reflection about my experience of learning to use a critical reflection approach to integrate theory and practice. . As a student, I understand that in order to develop professionally , I need to set up my goals and I need to analyze my strength and weaknesses. Much of this is achieved by being actively involved in reflective practice. Through reflection, I can focus my thoughts on my experiences, gain greater understanding of learning practice, become more aware of the knowledge and skills that I have developed, identify my strengths and areas for development, develop an action plan for future practice.