...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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...Maurice Townsend Service Learning Project Baker College June 2, 2014 Curriculum LWCC Food Bank offers an exciting curriculum to teach children and teens about hunger using the best ideas from other food banks and a bit of our own ingenuity. Students will: Learn about hunger What is hunger? Why is food important? Ball throwing mayhem Understand hunger What does it feel like to be hungry? Face hunger Skittles and skid row End hunger Advocacy: know your audience Most wanted charades Empty plates can say a lot Reflect on hunger Helping hands Postcard reflection What do we know about hunger? Standard Comparisons I. Model service learning provides concrete opportunities for youth to learn new skills, to think critically, and to test new roles in an environment that encourages risk-taking and rewards competence. | Students will be asked to define hunger and write their ideas on a piece of paper. Students will then have a discussion over a handout they received on hunger; then they will discuss the definitions of hunger and compare the detentions to their ideas on their paper. | II. Preparation and reflection are essential elements in service learning. | Yes, preparation, preflection and reflection are essential elements of this service learning project | III. The service students perform makes a meaningful contribution to the community. | This team-building activity teaches participants...
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...opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service provision in the health or social care sectors HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 explain key influences on personal learning processes of individuals P2 describe own knowledge, skills, practice, values, beliefs...
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...opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service provision in the health or social care sectors HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 explain key influences on personal learning processes of individuals P2 describe own knowledge, skills, practice, values, beliefs...
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...U2-C2-L1 Steps from the Past U2-C2-L2 Roles of Leaders and Followers in Drill U2-C2-L3 Using Your Leadership Skills/Taking Charge 57 61 67 73 77 81 85 89 Unit 3 - Foundations for Success Chapter 1: Know Yourself – Socrates U3-C1-L1 Self Awareness U3-C1-L2 Appreciating Diversity through Winning Colors U3-C1-L3 Personal Growth Plan U3-C1-L4 Becoming an Active Learner U3-C1-L5 Pathways To Success (QBOL) Chapter 2: Learning to Learn U3-C2-L1 Brain Structure and Function U3-C2-L2 Left and Right Brain Functions U3-C2-L3 Learning Style and Processing Preferences U3-C2-L4 Multiple Intelligences Chapter 3: Study Skills U3-C3-L1 Thinking Maps U3-C3-L2 Reading For Meaning U3-C3-L3 Study Habits that Work for You Chapter 4: Communication Skills U3-C4-L1 The Communication Process U3-C4-L2 Becoming a Better Listener Chapter 5: Conflict Resolution U3-C5-L1 Causes of Conflict U3-C5-L2 Conflict Resolution Techniques Chapter 8: Making a Difference with Service Learning U3-C8-L1 Orientation to Service Learning...
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...Honors English 10 Independent Reading Nickel and Dimed by Barbara Ehrenreich Purpose: * To increase exposure to different types of literature * To understand how reading can have practical applications Expectations: * Read Nickel and Dimed by Barbara Ehrenreich * Write a one-page summary of one of Ehrenreich’s 3 experiences in the book (CCPS Summary Checklist/Rubric) * Write a 2-3 page reflection on how issues in the book affect our local area, including first-hand experience with community action and/or outside research *see note below (CCPS Narrative/Analytical Writing Rubric) Experiences: * Guest speaker from Human Services Programs (HSP) of Carroll County (Monday, December 9th during Mod 3A) * Class project **see note below * Volunteer to help with HSP Neighbors in Need Holiday Shop (http://www.hspinc.org/nin.help.php) *Students also receive Service Learning Hours * Volunteer to help organize WHS Food Pantry (dates/times will be provided) *Students also receive Service Learning Hours *Reflection paper: The reflection paper must include text-based evidence from Nickel and Dimed, connecting issues in the text to at least 2 other sources. These may be two experiences from the list above, two sources of outside research about local poverty and/or community action agencies, or a combination of the two. Please note that if you choose to include outside research, you must include citations in MLA format. **Class project: HSP...
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...|[pic] |Syllabus | | |School of Business | | |LDR/531 Version 4 | | |Organizational Leadership | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course prepares students to apply leadership principles to the roles they play as managers. Students will discover more about themselves and will learn more about the connection between the individual and the organization. Other topics include organizational culture, structure, group behavior, motivation, power, politics, organizational change, and workplace conflict. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum.2+10+ University policies are subject to change. Be sure to read the policies at the...
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...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. “Cultivation”...
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...ITT TECHNICAL INSTITUTE NT1310 Physical Networking GRADED ASSIGNMENTS ------------------------------------------------- Student Professional Experience Project NSA SPE Project 1 (to be completed by the end of NT1310): Install, Configure, Test, Maintain and/or Document the Worksite Local Area Network and Its Components Purpose The purpose of the Student Professional Experience (SPE) project is to provide you an opportunity for work experience in your field or in a related field to add to your résumé. You may have an opportunity to serve your community or work for a local employer for a project that will take between 20 and 30 hours. Project Logistics Career Services will identify an employer with needs in the following areas: Network related tasks (mostly confined to the LAN and Microsoft Windows Server 2008 environments) Students are expected to practice various skills discussed in all the technical courses in Quarters 1 through 3 of the NSA program at an employer’s site on network related tasks (more confined to the LAN and Microsoft Windows Networking with Server 2008 environments) that would involve installation, configuration, testing, maintenance and documentation of the worksite network and its components, and to properly document the technical information in all involved activities. Such documentation will be used as the source material for Items 2 and 3 defined in the Deliverables section of this document. Possible example projects could...
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...work placement setting and write a program based on the information collected | Method of assessment | Individual task that needs to be completed in the workplace and in or out of class | Conditions of assessment | Report / Third Party Evidence | Elements | 1, 2, 3, 4 | Resources to be used: | SBC Class Notes (Provided by SBC), Handouts (Provided by SBC) Australian Children’s Education and Care Quality Authority (2011). Guide to the National Quality Standard. ACT: Commonwealth of Australia (Provided by SBC) Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR (Provided by SBC)Education and Care Services National Regulations, Ministerial Council for Education, Early Childhood Development and Youth Affairs (2011)(Provided by SBC) | CHCECE022 Promote Children’s Agency | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to promote and encourage children’s agency. | CHCECE023 Analyse Information to Inform Learning | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to gather and analyse information about children’s learning, in order to inform practice. | CHCECE024 Design and Implement the Curriculum to Foster Children’s Learning and Development | Unit PurposeThe...
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...refers to those activities which are more or less directly concerned with the creation and delivery of goods and services. The course is intended to give you a theoretical framework for thinking about operations in both manufacturing and service contexts and to describe some practical applications of operations management. In the course we will address key aspects of design, planning and control of operations systems, and to provide an understanding of the operations function in a global context. Learning outcomes Subject specific knowledge and skills including: • Understand the history of Operations Management as a subject and consider the challenges facing Operations in future with particular reference to service operations, value adding and sustainable competition. • Understand the need for an Operations Strategy to operate with a Business Strategy • Describe Operational strategies in terms of Fit, Sustainability and Risk • Assess the choices and trade-offs inherent in developing an operations strategy (assessment of alternative strategies) • Describe the nature of operations as an integrative function and the significance of information, change management, innovation and management of systems • Understand the issues of integration of the operations with other management functions; the different approaches which may be taken in the design of products, services and processes • Know the strengths and weakness...
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...COURSE DESCRIPTION This course is designed to enrich the students’ experiences in developing and utilizing appropriate technology to facilitate learning. It shall also provide exposure and hands-on opportunities in the use of Information and Communications Technology (ICT). Field Study 3 can be anchored on the following Professional education subject: * Educational Technology 1 * Educational Technology 2 GENERAL OBJECTIVES 1. Select the teaching materials that best suit the needs of the learners 2. Apply the principles of developing instructional materials 3. Develop and utilize instructional materials appropriate to a chosen subject area Acknowledgement I just want to express my heartfelt gratitude to those who were so generous with their time and expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance leads me to select the most desirable way to success. To my parents who provided me their financial support, love, moral values and advices. To Prof. Dominic Dizon,MAEd as my mentor for my Field Study 3. I really appreciate your utmost effort in facilitating and checking my errors. Thank you for molding us to be competent and knowledgeable about Technology in the Learning Environment. I am so grateful to have you as my mentor and I feel so blessed. To Ms. Shienna Mae Eramis for your cooperation and to your students who also gave their cooperation. I wish...
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...Click on the “Home” tab to answer the following questions: | # | “Home” Tab Questions | Your Answer | 1 | What is the definition of LDA and how is it updated? | Last Date of Attendance. It is updated by entering the classroom link while class is in session and viewing it in the link. | 2 | Which link would you click to enter the area where you can update your personal email address? | My Personal Setting – My Information | 3 | Which link would you click to locate the Academic Calendar? | University Policies | NAME: Shalonda Delone Click on the “Academics” tab to answer the following questions: | # | “Academics” Tab Questions | Your Answer | 1 | What categories are listed under the “Resource Center” link? | Classroom ResourcesVirtual Campus TutorialsTools for your ToolboxCommunitySuccess Is | 2 | Where can you find your Ebooks? | Bookshelf | Click on the “Classroom” tab to answer the following questions: | # | “Classroom” Tab Questions | Your Answer | 1 | What is your degree program? | Associate’s (AABA) – Business Administration | 2 | What is your current course code? | UNIV103- 1205B31 | 3 | Who is your instructor? | Dave Hinkes | Click on the “Library” tab to answer the following questions: | # | “Library” Tab Questions | Your Answer | 1 | List two upcoming Library Classes. | Business Research for BeginnersFinding Library Resources for Criminals | 2 | List one research guide/tutorial designed specifically for UNIV103. | Guide to Library...
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...Introduction Learning organizations is not a term familiar to many. The image that may appear in an individual’s mind when the term learning organization is mentioned may be that of a tutor, place of higher education, or even a church. While all of these could technically be defined as learning organizations, that is not the type of learning organization this paper explores. The learning organization literature that this paper explores is defined as the role of an institution in setting up a successful union of individuals to create learning to improve an individual and the institution as a whole (Calvert, Mobley, Marshall, 1994). This, of course, is a basic definition, and as the literature is explored, the reader quickly learns that learning organizations are as varied and diverse as the institutions within which they exist. The literature concerning learning organizations is also varied and diverse; ranging from simple, clear, and concise books and article to very detailed, in-depth, complex, and rigorous academic studies. Although the literature is exhaustive and at times overwhelming, by organizing the literature into common core areas, a reader can efficiently and effectively learn all there is to know about the learning organization, how to create a learning organization, and maintaining a successful learning organization. By thoroughly examining the literature in these three areas, an individual or institution will be able to thoroughly understand the entire...
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...Syllabus School of Business MGT/521 Version 5 Management Course Description This course applies the tools available to University of Phoenix graduate students and the competencies of successful managers to understand the functions of business. Students develop an increased awareness of their own perceptions and values in order to manage and communicate with others more effectively. Other topics include MBA program goals, argument construction, decision making, collaboration, and academic research. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Hoch, S. J., Kunreuther, H. C., & Gunther, R. E. (Eds.). (2001). Wharton on making decisions. New York, NY: Wiley. Nickels, W. G., McHugh, J. M., & McHugh, S. M. (2010). Understanding business (9th ed.). New York, NY: McGraw-Hill/Irwin. Robbins, S. P. & Judge, T. A. (2011). Organizational behavior (14th ed.). Upper Saddle River, NJ: Pearson/Prentice...
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