Practical examples are things that I can relate to that give me a clear picture of what is being taught. With practical examples, I am able to place what is being learned in a situation to where it is easier for me to understand. This gives me a direct visual of what is being learned. In a managers meeting at work, we were given a strategic plan on how to retain employees. One of the plans was to motivate staff to reach goals in a positive manner.
Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights. Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom?
This document is to review and outline some of the roles, responsibilities and boundaries in my experience as a tutor, trainer and practitioner, within teaching in terms of the training cycle. The teaching cycle helps us to organise what is going to be taught in the lesson and how is going to be taught and it is divided into five main categories; identify needs, plan and design, deliver/facilitate, assess, evaluate. In 1987 Neil Fleming individualised different approaches to study skills and suggested VAK as a definition which categorise three types of learners and therefore three types of learning styles; the Visual learner which prefers to learn through seeing, the Aural learner which prefers listening and discussing and the Kinaesthetic learner which prefers a more to-do approach. We plan the lesson at the planning stage, considering the different types of learners and need that we will be encountering and therefore preparing
By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.
* It just makes sense to me. * The facts speak for themselves. * I am going to check that off my list. Implications for learning What does being a "logical" person like this mean to you as you attempt to learn new things? As a logical learner you are naturally inclined to want to understand something rather than just memorizing facts.
Week Five OPS/571 Week Five Learning Team Reflection The purpose of this paper is for the team to discuss and define total quality management (TQM) and International Organization for Standardization (ISO). As a team, we will collaborate and discuss the following: • Pros and cons of TQM and ISO. • The various ways that TQM and ISO can be beneficial to an organization. • The role of a quality control department in connection to TQM or ISO. Total Quality Management is an all-inclusive tactic towards organizational management looking to enhance the quality of products and services through continuous improvements in reaction to feedback.
[…] An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs. (p. 8) In this
In this essay you will see my findings on my particular learning style, personality type, and how I can now benefit by knowing this and how to expand my knowledge in implementing other way of learning. “Overall, learning is a blend of various styles.” (Pheifer, 2009). I discovered that my style of learning is that I am a visual learner! This came as a surprise to me since I always thought of myself as a hands on learner. Although in reflecting on this for a bit I realize that I do visualize and retain more information by reading and studying material, not just the hands on approach.
A reflective practice model would enable learners and novices within a discipline to compare their own practices with those of experienced practitioners, thus leading to development and improvement. Although given currency by Schon (1983) and Kolb (1984), reflective practice has been advocated by educationists such as Dewey (1909) and Lewin (1952) and can be traced back to the Socratic method of enquiry - in which questioning and exploration of the implications of another's viewpoint are employed to enlighten the enquirer. Moon (1999) defines reflective practice as "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind." In essence, it is a readiness to constantly evaluate and review your practice in the light of new learning (which may arise from within the context of your professional practice). A reflection in a mirror is an exact replica of what is in front of it.
Mezirow (1997, 2000) states: “Transformative learning refers to transforming a problematic frame of reference to make it more dependable in our adult life by generating opinions and interactions that are more justified. We become critically reflective of those beliefs that become problematic.” (p20) Mezirow (1997, 2000) implies depth of learning is gained from being critically reflective on self and on others work in order to strive towards change; also that there needs to be a desire for making changes i.e. a purpose to the action. Mezirow (1997, 2000) further discusses that critical reflections should encompass looking at self as well as considering; social, educational, political or psychological influences similar in concept to reflection on action as outlined in theory discussed by Schön (1983) although Schön (1983) does go on and include reflection in action within his work, something Mezirow does not. Schön (1983) suggested that reflection is a key factor for professionals to deal with complex situations and for professional development.