NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice.
Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and make easier student learning. Developing reflective practise means developing ways of reviewing our own teaching so that it becomes a routine and a process by which we might continuously develop. Kolb’s Learning Style Model. http://en.wikipedia.org/wiki/Learning_styles Kolb developed a theory of experiential learning that can give us a useful model by which to develop our practise. This
The aforementioned speculations look to demonstrate how the procedure of taking in as a mature person contrasts from studying as a youngster. They concentrate on portraying how different social, mental, gushing, and physiological elements influence grown-up studying. To that end, thoughts created by teachers, sociologists, and therapists all give to an all-out comprehension of the grown-up learner and how to make a studying earth that is above all suitable to their interesting necessities 2. In your own words, write the best summary of the passage above. To understand how develop individuals think about, adult contemplating theories are derived to help philosophers and specialists by outfitting workable and testable outlines of the contemplating procedure.
Kolb’s Experiential Theory of Learning The Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term “experiential” is used therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process. Another reason the theory is called “experiential” is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive-developmental genetic epistemology form a unique perspective on learning and development.
| 01 | Declaration | II | 02 | Table of Contents | III | 03 | Reflective Writing | 01 | 04 | Conceptualization and Learning | 02 | 05 | Development and Motivation | 03 | 06 | Recollection | 04 | 07 | Critical Appraisal | 05 | 08 | Reference List | 06 | 09 | Image Reference | 07 | 10 | Bibliography | 08 | Reflective Writing The Idea of thinking about one’s own cognition, perceiving the state of one’s mind and its modus operandi has been a research subject since long. John Locke (1690) used the term reflection to refer to the “perception of the state of our own minds”. A reflective thinking is merely drawing attention to the attainment of the final goal through a process of educating oneself, monitoring and judging the various aspects of the work and trying to anticipate problems and finding suitable realistic solutions. Reflective thinking allows commanding self-control over one’s belief, the mind or intellect perceiving itself. All aspects of creation require an analytical insight to intelligently promote the mindset in going beyond its own limitations and creating results beyond one’s expectation.
Introduction In this assignment, I will be explaining in more detail; the person centred model of counselling, used primarily during this Level 3 course. The concepts and principles of the model and who was responsible for them. I will be seeking the value of the person-centred model and pitting it alongside its counterparts. I shall discussing two other models, their key features and uses and compare and contrast with the person-centred model of counselling. In doing so, this will raise my knowledge and awareness, of the person-centred model and other models used within counselling.
Analyzing how effective the rhetors choice of words are in relation to context, message, and audience, allowed for self reflection on how we made similar choices in our own writings. Using our recently acquired knowledge of rhetoric, we learned to use our words to influence or persuade others. We considered what methods of persuasion worked
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care
• Seiketsu : standards. Allows for control and consistency. Basic housekeeping standards apply everywhere in the facility. Everyone knows exactly what his or her responsibilities are. House keeping duties are part of regular work routines.
It looks at the four stages of the learning cycle and links them in the following way: Learning Cycle Stages • Experiencing • Reflecting • Theorising • Testing Honey and Mumford • Activist • Reflector • Theorist • Pragmatist By applying this technique you are able to identify four areas for consideration. Below is an example of an identified Activist (Honey and Mumford. Four identified areas (Honey and Mumford): • How the person likes to learn - To be Involved and “Enjoy the Journey” • Learning Characteristics - Good at Putting Concepts and Visions into Action to Create new Experiences • Description - Solves Problems Intuitively, rather Than with Logic • Best conditions for learning - When Allowed to Get “Hands on” Experience and Learn with Others In order to establish my own and Peter Barfield’s learning style, I used a Honey and Mumford Questionnaire. This consists of 40 statements in which the individual will indicate a strong agreement with the statement with a tick and a strong disagreement with a cross. At the end of the exercise a score chart is used identifying the strong agreement (ticks).