Self-study also involves a thoughtful look at texts read, experiences had, people known and ideas considered‖ (Hamilton & Pinnegar, 1998, p. 236). Connected to this definition is Dinkelman (2003) who describes self-study research as the intentional and systematic inquiry into one‘s own practice to reveal knowledge about practice. These descriptions along with elements of self-study –that it is self-initiated and self- focused, and that it is interactive (LaBoskey, 2004), have provided a knowledge base for my research. Through the discussion with my FYP advisor, from this critical viewpoint he questioned: “From where you started to get into the state of Exulansis?”, “How do you define your state in Exulansis?” and “Are you the same person in all of these stories?” The fact that these and other questions have pushed my thinking, helped me make connections between my experiences, served to uncover new understandings and facilitated the interrogation into the underlying assumptions and values that have shaped my
Introduction: Reflection is a part of daily process of learning and thinking. As stated by Jasper, (2003), the reflection is “…the way that we learn from an experience in order to understand and develop practice”. It is useful in dealing with challenges and can be used as a tool for personal and professional development. Moreover, a convoluted process of writing experiences and learning from any event and understanding of its usefulness in future is, defined as Reflective writing. The theoretical model which is often used as a framework for reflective writing was created by Professor Graham Gibbs (1988) and is known as Gibb’s reflective cycle.
The best example of that is by using journaling. In the syllabus there are two sections that touch on Journaling, the first section talks about what the journals consist of. They are supposed to be about what you are writing and the writing process. It will help us reflect and help ourselves learn more about our writing and what we can do to improve it. Our instructor will also look them over to makes sure that we are on track.
Prior to writing this semester paper, I have identified Bronfenbrenner’s ecological systems theory and provided a concise interpretation of it in my ‘Action Plans’ . As stated by Pollard (2014, p. 205): “when considering the creation of a learning environment, with the learner at the center, it is useful to begin by looking more generally at the complex ‘layers’ which exist within and around any learning space, and which can affect a person’s development”. The ecological systems theory of Bronfenbrenner (1979, 1993) (as cited in Pollard, 2014, p. 205) gives a useful way to think about these layers. Bronfenbrenner depicts the child in the central concentric circle while other layers of environment keep on expanding. The first layer includes
While we are teaching we attempt to adjust our instruction to take into account these reactions. Schon called this reflection-in-action. Reflection-on-Action Reflection can also occur before and after an action as well, and this is what he called reflection-on-action. In teaching reflection-on-action occurs before a lesson when we plan for and think about our lesson and after instruction when we consider what occurred. According to Schon, reflective practitioners reflect both “in” and “on” action.
First, researcher is familiarized with the qualitative data which is interview transcript and memo and notes in this study. Then, research generates significant early codes of the data. Next, researcher is searching for themes as followed with researcher revises themes. Then, researcher is defined and specifies the themes. Finally, the result of thematic analysis written in a report (Braun & Clarke’s, 2006 as cited in Caulfield & Hill, 2014) which is specific finding of contextual data of informal learning, the valuable informal learning activities and implications of informal
Another technique used by a therapist would be journal writing where the client maintains a diary to keep an account of situations that arise in day-to-day life. Thoughts that are associated with these situations and the behaviour exhibited in response to them are also mentioned in the diary. The therapist and the client together review the matter written in the journal and find out maladaptive thought pattern. The discussion that takes place between them proves to be useful in finding different ways in which behaviour of the client gets affected. Alternatively, modelling is one of the cognitive therapy techniques in which therapists perform role-playing exercises aimed at responding in a way that is helpful to overcome difficult situations.
In this way, the authors are guiding teachers into meaningful activities that will develop a mutual respect among the teachers, students, and their families. The authors’ second approach identifies “engaging families in supporting learning at home.” The authors suggest reading journals between the teacher and the family that encourage the family to help their student to learn to read and write. In these journals, the family would describe the activities done at home and the teacher would provide feedback and guidance. The article makes it clear that these journals should focus on academic and not any behavioral or discipline issues. The authors’ final recommendation involves “addressing cultural differences.” The article mentions multiple ways that the teacher could connect with students and their families, including; sharing maps of their neighborhoods and discussing their daily routines, reading cultural text that relate to their setting, and sharing photographs and artifacts.
I challenged myself by choosing subjects that required an immense amount of research and consideration while also thinking of how I could set up the paper. I learned how to apply different methods of writing styles into my own work and make connections between each of the points I utilized. Furthermore,
Caption: This is my reflective introduction that shows all of my work and progress in this class. In this section, I will evaluate my progress on researching skill, writing abilities. Also, I will illustrate what did I do and what should I do in HCP and AP. P.S. Words in blue is artifact that I pull directly form my drafts or practice.
What similarities do you share?” The idea is to relate The Outsiders to students’ lives for students to become more engaged in the reading and maintain the novel’s events by relating events, characters, etc. to students’ lives. IPTS 1C relates to this performance activity by how the competent teacher relates students’ lives and development into a lesson. I learned prior knowledge and incorporating students’ lives into a lesson greatly impacts student learning. Performance Activity 23: Observe and record how the teacher manages the classroom.
The Learning Journal Task we were assigned in the learning guide follows the questions. Describe any feedback you received or any specific interactions you had. Discuss how they were helpful Describe your feelings and attitudes What surprised me or
Qualitative research design helped me identify my goals by consulting available research literature that is appropriate to my topic. The design decisions are explained and justified because my research question is based on prior research experiences. This design allows me to collect and analyze the data outcomes. 4. Is the design appropriate, given the research question?
Itcan also be used to monitor readiness skills. When using CBM, the instructor provides thestudent with brief, timed samples, or "probes," constructed of academic material taken from thestudent’s school curriculum. In addition, the CBM graphs are able to provide you with greatinformation that can be shared with parents, teachers, and administration. CBM is an effectivetool when determine if a child should be retained or not.Progress monitoring is extremely important, and should be done frequently. Continuingprogress monitoring grants teachers and schools to adjust and modify instruction to expeditestudent growth, success, and learning.