...How to Guide for REFLECTION ------------------------------------------------------------- How to Guide for REFLECTION The National Service-Learning Cooperative ServeAmerica K-12 Clearinghouse Pennsylvania Institute for Environmental and Community Service Learning Northeast Regional Technical Assistance Center Compiled by Lorraine Parrillo Cooperative/Clearinghouse Coordinator Northeast Regional Technical Assistance Center December 5, 1994 Used with their permission INTRODUCTION This module includes a summary of materials currently used to support reflection in the service learning movement. Crucial information presented includes: 1. Introductory materials on Reflection by Diane Hedin and Dan Conrad 2. Reflective teaching techniques using eleven different forms of reflection rather than just using journals and asking how participants feel about service 3. Basic critical thinking skills that may be used in reflection sessions 4. Bibliography Reflection Reflective learning techniques are not the lone providence of service activities. All thinking and dialogue requires some form of reflection if learning is to take place. Individuals need time and reconsideration of events to put facts and ideas into sequence and eventually into a better understanding as to what happened during a specific event. Everyone in their life-time will be required to repeat this process endlessly. Nevertheless, schools do little...
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...THE UNIVERSITY OF HONG KONG Department of Social Work and Social Administration COURSE OUTLINE template Academic Year: 2014 /2015 1. Basic Course Information: Course Code: SOWK 1009 Course Title: Existing New Course: to be implemented in Semester 1 / 2 / S Reflective Practitioner 2. Course Instructor / Course Co-ordinator: Name Office Debbie Lam C0549 Kurtee Chu C0550 Grace Leung Chan Ki CO553 C0553 phone 3917-2082 3917-1153 3917-2090 3917-7145 email debbie@hku.hk kurteec@hku.hk gsmleung@hku.hk kichan@socwork.hku.hk 3. Required Pre-requisites (if any): __________NIL________________________ 4. Course Description (should be the same as the syllabus; so please just copy from the syllabus of your program that is available at the Department Website) Social work practice is carried out through interactions between social workers and individuals, families, organizations and society. Social workers are inevitably shaped by their own experiences, beliefs, upbringing and culture, which might affect their interactions with these systems. This course encourages the students to start the reflective journey in visiting issues of self in relation to the perceived identity, intimacy, loss, family, and society. Through reflective exercises, discussions, and assigned readings, the students will develop a deeper understanding of their values, philosophy of life and behaviors, and how these in turn impact social work practice. The course adopts an active-learning and experiential approach...
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...OF VOLUNTEERING AND SERVICE LEARNING: A CASE STUDY OF A SERVICE LEARNING PROJECT AT “CROSSROADS FOUNDATION” Samuel, Ho Lee, Fullness Social Enterprises Society, Lingnan University, sleeho819@hotmail.com Erica, Kim Man Lee, Fullness Social Enterprises Society, Lingnan University, erica_lee02@yahoo.com Mike, Hyung Min Lee, Dongguk University, wemakemoves123@gmail.com Jacqueline Kelleher, Pace University, jk56646n@pace.edu Katy Kaestner, Trinity University, kkaestne@trinity.edu ABSTRACT The processes and outcomes of a service learning project conducted by a group of five students and engaged with a nonprofit organization are described in this paper. The processes and outcomes are evaluated with respect to the effectiveness of service learning as an educational means and the contribution to the nonprofit sector made by service learning initiatives. The findings include the benefit of the initial ambiguity of the service learning project and the benefit of the project outputs to the nonprofit agency. It is concluded that researchers may need to figure out the absolute relationship between initial ambiguity and the effectiveness of a service learning project and that between project outputs and the benefits received by the organization concerned. It is also concluded that researchers need to study how to keep participants’ passion towards the nonprofit sector after completion of their service learning project. KEYWORDS Service learning, volunteering, nonprofit organizations, social...
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...Running head: REFLECTION: INFORMATION TECHNOLOGY 1 Reflection on what I learned from the Information Technology Course and Project Jonathan Balarama Keita Thongsook College BA TESOL REFLECTION: INFORMATION TECHNOLOGY Reflection on what I learned from the Information Technology Course and Project To begin with a definition, according to the Merriam Webster dictionary, Information Technology is ‘the technology involving the development, maintenance, and use of computer systems, software, and networks for the processing and distribution of data’. Information Technology is a vast subject and it is quite interesting. The course The ICT course was not really difficult, as I had a very good knowledge about the different types of technologies that were presented, but the idea of adapting them to my classroom got me thinking. Although, I have used technology in my classroom before, now I 2 have new ideas and skills to do a better job. In class I was given many different materials such as the different ways to use mobile phones, tablets or computers in the classroom. A brave new world talks about how the new generation have different ways of doing things and most importantly learning, which makes a lot of sense to me because I am not very old myself and I love to practically do or understand something, which I find helps to a greater extent in learning. More than half the world uses some sort of software based technology and the numbers are rising every day, so keeping technology...
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...School of Business Management International Trade Management BM0472 ICA 2 – WEIGHTAGE 25% (BASE MARKS 100) A. Introduction This is a group assignment. Students are to work in groups to research, analyse, and present a report to propose how a company can set up an operation in a new country. Students will deepen understanding of the various logistics processes to be considered when a company expands overseas. B. Objectives The objectives of the group assignment are to test students’ ability in: 1. Presenting a proposal on how an operation in a new country should be, focusing on areas of international transportation modes, inventory and distribution, production, outsourcing and reverse logistics. 2. Identifying the risks the company is exposed to in such international operations, and recommending ways to avoid or overcome them. C. Assessment Schedule Component ICA 2 – Group Project Wt 25% Base Marks 100 Date of Presentation & Debate Week 15 (beginning 20 Jan ‘14) Penalty (Marks/ day) 10 marks D. Description of ICA 1. Students to be grouped into teams of four to six per team. 2. Each team will have to register their desired company and country (one where the company has not established any operations yet) to research on, with their respective tutors by the end of week 3. No two teams from the same class can work on the same company and/ or country. 3. Each team will research on the selected company to understand its business model; and on the selected country to gather information...
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...both in the present and the future. 4. to provide you with an opportunity to reflect on particular social issues connected with the population you serve through your reading, writing and discussion with others. REQUIREMENTS: The service project which you choose must comply with the following guidelines: 1. The work must serve persons directly (e.g., secretarial work without relating directly to clientele served is not allowed). 2. These persons should have "special needs" -- those associated with age, social or economic background; physical, mental or emotional deprivation or disabilities. 3. The student may not receive pay (monetary compensation) for her service. 4. The project should include a minimum of 30 hours or service as well as a minimum of 5 days of service; with the exception of Nerinx-sponsored Spring Break Service, the hours cannot count until after Junior final exams in May. 5. The student's service must take place in one location. 6. The proposal of service must be approved by Ms. Hartrich. WRITTEN EXPECTATIONS: 1. Preliminary Report: This initial report (yellow sheet in Contract Packet), includes your general goals and learning plan (reading and research) for your project. 2. Service Packet: This is your final product...
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...2: Development of a Project Plan 7 Task 3: Reflective Piece 10 Effectiveness of My Research Strategy & Project Plan 10 Problems Faced and Learning: 10 Learned Time Management Skills and Reflection Skills: 11 New Learning during the Research Project: Reviewing a Case Study 11 Conclusion from the Case study 13 My Reflections on the Research Questions: 13 References 14 Abstract The point addressed in this research document is the Importance of Planning and Reflection Skills at Postgraduate Level and also an assumption that post graduate students acquire planning and critical reflection skills automatically during their post graduate studies. Planning, critical thinking and reflecting are the pillars of the postgraduate study, managerial work and continuing professional development (CPD). “It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalizations or concepts can be generated. And it is generalizations that allow new situations to be tackled effectively.” (Gibbs 1988) Reflection is a key element in any successful planning. You are probably a successful graduate and already have many of the skills required for postgraduate study. But there are some skills that assessed more stringently at postgraduate level, like planning and reflection skills. Task 1: Development...
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...Learning Team Reflection Week 3 Ronnie Creech, Patrick Benton, Tammy Coleman, & Sarah Ridley COM/537 Organizational Communication February 8, 2013 Chuck Millhollan Learning Team Reflection Week 3 Team C provides reflections of the learning objectives for week two of the course curriculums. The objectives include identification of stakeholders, differentiation between types of audiences, and analysis of audience perception and needs. The discussion centers on comprehension of the learning objectives, challenges or struggles understanding the concepts, and applicability of topics to current career fields (University of Phoenix eCampus, 2013). Comfortable Topics Objectives of week identify stakeholders as two groups, external and internal. A Stakeholder Analysis helps the project team in many ways. The team identifies key individuals and work groups that are affected both positively or negatively, by the project. They also identify key individuals or entities that can have a major influence on the process improvement project. By discussing the project and its potential advantages, the team is able to understand the current position of these individuals with regard to the project (Stuart, Sarow, & Stuart, 2007). In this way, the team creates a strategy to persuade the stakeholders to act in ways that do not undermine the project, but that favor organizational change and successful project completion. External and Internal stakeholders sometimes share a common...
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...Applied Business Challenge BPD3100 Year:2015 Semester/ Dates: 1 2015 Location: Melbourne, Sunway KL&JB-CUFE-VU Sydney-Liaoning, Vietnam Prepared by: Andrew Stein / Maria De Sensi Welcome Welcome to this unit of study. This Unit Guide provides important information and should be kept as a reference to assist with your studies. This Guide includes information about your reading and resources, independent learning, class activities and assessment tasks. It is recommended that you read this Guide carefully: you will be expected to manage your learning as you work towards successful study. Detailed in formation and learning resources for this unit have also been provided on the Unit website on VU Collaborate which can be reached via the Student Portal at vu.edu.au/student-tools/myvu-student-por tal. It is important that you access your Unit website regularly. Acknowledgement of Country We respectfully acknowledge and recognise the traditional owners, their Elders past and present, their descendants and kin as the custodians of this land. Introduction to the unit Unit Title: Applied Business Challenge Unit Code: BPD3100 Other details: Key staff Unit co-ordinator Name: Andrew Stein Location: CF1024 Contact number: 061-99194332 Contact email: Andrew.stein@vu.edu.au Name: Maria De Sensi Location: G425 Contact number: 061-99195484 Contact email: Maria.De Sensi@vu.edu.au Teaching team Campus: Days and times: Year: 2015 Semester/Dates: 1 Credit Points: 12 alagarania@sunway...
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...Rosenberg, Executive Director Saskatchewan Association for Multicultural Education Project #58 July 2001 This research was partially funded through a grant from the McDowell Foundation. However, the points of view and opinions expressed in project documents are those of the authors and do not necessarily reflect the views of the Foundation. The purpose of the Dr. Stirling McDowell Foundation for Research into Teaching is to fund research, inquiry and dissemination of information focusing on instruction (both teaching and learning) in the context of the public elementary and secondary education system. Specifically, it will: 1) contribute to knowledge about teaching and learning; 2) encourage educational inquiry through a wide range of methodologies; 3) support the involvement of practising teachers in active research projects; 4) encourage organizations as well as individuals to determine and act in areas of research and inquiry; and 5) encourage experimentation with innovative ideas and methodologies related to teaching and learning. The Foundation is an independent charitable organization formed by the Saskatchewan Teachers’ Federation in 1991. It is governed by a Board of Directors with the assistance of an Advisory Committee of representatives from the educational and business communities. The selection and evaluation of projects funded by the Foundation is carried out by a teacher-led Project Review Committee. Inquiries concerning research supported by the McDowell Foundation...
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...Culture & Cultivation English 4WS (Sec 2) – Critical Reading & Writing w/ Service Learning ________________________________________________________________________________________________________________ Instructor: Alex Zobel Email: akzobel@gmail.com Office: Humanities A82 Time & Location: T/R 9:00-10:50 Rolfe 3134 Office Hours: W 12:00 - 2:00 pm Mailbox Location: Humanities 149 ________________________________________________________________________________________________________________ COURSE DESCRIPTION English 4W aims to expose students to the three major forms of literature (poetry, prose fiction, and drama) through the art of close reading, which literary scholars broadly define as the practice of scrutinizing a text carefully in order to discern complex patterns of meaning. It is impossible to spend sufficient time on the works we will be exploring within the bounds of class-time, so you will be required to spend time reading and writing on your own; this is a practice that will enable you to bring your personal experiences with these works to our discussions in class and participate in an engaged way as part of our community of learning. But our community of learning is broader than the classroom—it also includes the community organizations you will be partnering with for your service-learning. We will be investigating and interrogating a versatile metaphor—cultivation—and how it impacts the cultures and communities in which we live...
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...Learni M edi and Technol ng, a ogy I SSN :17439884 ( nt 1743Pri ) 9892 ( nlne)J O i ournalhom epage:ht p: / w w . andf i com / oi cj 20 t /w t onlne. l / em Al earni desi f st ng gn or udent -gener ed di t at gi al st oryt lng eli M at hew Kearney t To ci e t s art cl M at hew Kearney ( t hi i e: t 2011)A l ni desi f st ear ng gn or udent gener ed at di t st gial oryt lng,Learni M edi and Technol eli ng, a ogy,36: 1692, 188,D O I : 10. 1080/ 17439884. 2011. 553623 To lnk to thi arti e: ht p:/ doiorg/ 1080/ i s cl t / dx. . 10. 17439884. 2011. 553623 Publshed onlne:14 Apr 2011. i i Subm i your artcl t t s j t i e o hi ournal Ar i e vi s:1332 tcl ew Vi r at ar i es ew el ed tcl Cii ar i es:6 Vi cii ar i es tng tcl ew tng t cl Ful Ter s & Condii l m tons ofaccess and use can be f ound at ht p: / w w .andf i com / i j t /w t onlne. acton/ournalnf m aton?j nal I or i our Code=cj 20 em D ow nl oad by:[ i esex U ni siy] M ddl ver t D at 02 Febr e: uary 2016,At 11: : 17 Learning, Media and Technology Vol. 36, No. 2, June 2011, 169–188 A learning design for student-generated digital storytelling Matthew Kearney* Faculty of Arts and Social Sciences, University of Technology, Sydney, New South Wales, Australia (Received 16 December 2010; accepted 7 January 2011) CJEM_A_553623.sgm Taylor and Francis Downloaded by [Middlesex University] at 11:17 02 February 2016 shirleya@uow...
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...Process Reflection of ISLLC Standard 1: Lead with Vision Laura Chavez Grand Canyon University: EDA 534 December 3, 2013 Process Reflection As I reflect on unwrapping the ISLLC Standard 1: Leading with Vision, I am pleased to say I think our team did a good job working together. This was my first experience completing an on-line group project, and it was not nearly as difficult as I thought it would be. Some of us were at a slight disadvantage with the project being assigned over the holiday which caused some group members unable to contribute much to the project. However, other members contributed more and we were able to successfully complete the assignment. What amazed me was how each of us had our own individual contributions that truly added to the finished product. When I submitted my portion of the assignment, I thought it was well done, but as each team member added his or her own input, I realized I had missed some things. The additions enhanced the meaning of the standard and aided in successful completion and met the standards set forth by the rubric. Needless to say, I am quite pleased with my group! This process has made me realize that shared leadership really can work. I tend to rely on myself. That being said, I took it upon myself to get the group started with the “working document.” However, since I was required to collaborate with others, I witnessed the benefit of sharing the task which ended...
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... 3.1 weakness 5 4. Vital factors for building an effective team 6 4.1 strength 6 Implementation and reflection 6 1. Goals 6 2. Time line 6 3. Implementation 7 4. Reflection 7 1. Article one : Team management skills This article ‘ The management skills - The Core Skills Needed to Manage Your Team’, Mindtools (2014) discuss the some of the key points about how to be a team managers and how to do can thrive and succeed. These range from deciding who does what and how to choosing the right people also to developing , motivating people and with the developing. In addition, this article also cover the most common pitfalls to be avoided. The article is related to the my topics ‘team and teamwork’. However, it is not useful source for my topic due to limited relevance, minimal development of ideas. 1.1 strengths This article is relate to the assessment task on team and team work. Mindtools (2014) notes that doing the team work be a good team leader it is very important and give some main point • Importance of delegation • Motivating • Development team • Communication and work with team Under these four points this article give some theory be how to be a good team leader and give some tips. This article the communication with people this part give a strong evidence and explain group meeting is very important. Reading this article can find out how to run a brainstorming sessions. Can improve and understand...
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..._____________________________________________________________ Address: _____________________________________________________________ _____________________________________________________________ Email: _____________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below; This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ ...
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