...objectives. Since the main focus of the study is on the importance of guided reflection and reflective training to promote student teachers’ critical reflective thinking, it therefore, seeks to address the underlying premise of reflective practice, the defining terms as well as the related studies so far in the area of interest. 2.1 A Perspective of Effective Teaching The concept of effective teaching underpins the goal of this research study. According to Arends (1994, p. 9), effective teaching is defined by four sets of attributes namely knowledge-base, repertoire, reflection and life-long learning. These four attributes of an effective teacher are illustrated as follows: * Effective teachers have control of knowledge bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach as a lifelong process and have dispositions and skills for working toward improving their own teaching as well as improving schools. (Arends , 1998, p. 9) Repertoire Reflection Lifelong learning Knowledge base ...
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...analytically the purpose and value of reflection and reflective practice, supporting your discussion with relevant reading. Chloe Carter-Miles 6th November 2012 Contents Main Body of Text Page 3 References Page 11 Bibliography Page 13 Appendices Page 16 List of Appendices Appendix 1 Kolb’s Cycle of Experiential Learning Appendix 2 Gibbs Model of Reflection (1988) Appendix 3 Moon’s Model of Reflection Appendix 4 Blooms Taxonomy; original and revised This essay will explore the purpose and value of reflective practice as a trainee teacher, and how it supports learning. Dewey (1916) defines education as ‘It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.’ The pertinent word to note in this quote is ‘experience’. Since Dewey highlighted the importance of reflective practice in the early part of the 20th Century, many other academics and practitioners have explored and written about it. Many different reflective models have been published, and they all have variations, however the one consistency among all of the models is that the process of reflection has to begin with an experience. Whilst reflective practise can be applied to all aspect of life, Dewey’s definition of education as being inherently based on experience highlights the intrinsic link between education (and by proxy, teaching) and reflective practice. Donald...
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...reflect on my teaching section I am going to use Gibbs (1988) Reflective cycle. This model is a recognised framework for my reflection. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my teaching section continuously and learning from the experience for better practice in the future. The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again. (Source :Gibbs 1988) Gustaffsson and Fagerberg (2004) emphasizes on the advantages that could be gained from reflection mainly among registered nurses or RNs. They examine the questions on the implications of nurses’ reflections, the subject matter of their reflection and how they are able to deal with their reflection and how they improve their professional approach through reflection. The authors describe the experiences of the nurses and their reflection in relation to the nursing situations to understand how the nurses use reflection in their daily work. I am going to use the same approach to analyse my teaching section and improve where I have lacked to achieve required standards. Baird and Winter (2005) gave some rationale why reflection is required in the practice. They state that a reflect is to generate the practice knowledge...
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...Gibbs Reflective Assignment On Non-Verbal Communication With A Patient With Demenita Introduction This assignment is a reflective account of my first experience when assisting a patient to eat lunch. For the purpose of this assignment I will refer to this patient as Mrs C to maintain confidentiality and comply with the NMC code (2008). It will discuss the importance of non-verbal communication when providing effective nursing care to the elderly. Description Thoughts and Feelings Evaluation I felt this first experience was very rewarding and a big learning curve for me in caring for others. I was delighted that I had been able to support Mrs C to eat nearly all of her meal which she clearly enjoyed. The ‘protected mealtime’ policy ensured that I had time to dedicate to assist her and as she did not have the ability to feed herself, without my help she would have eaten very little or nothing at all. In order to communicate with Mrs C, I modified the usual rules of communication. I did not speak to Mrs C in an inappropriate way or use elder talk which may have damaged her self esteem and confidence (Argle 1994). I talked to her as I would address any adult but put more emphasis on non-verbal communication which according to Caris Verhallen (1999) is the main way in which humans communicate, in order for her to receive my message, extract the meaning and give me feedback. By holding Mrs C’ gaze I was maintaining communication and encouraging engagement and interaction...
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...Complex dynamics in academics' developmental processes in teaching Caroline Trautwein, Matthias Nückles & Marianne Merkt To cite this article: Caroline Trautwein, Matthias Nückles & Marianne Merkt (2015) Complex dynamics in academics' developmental processes in teaching, Higher Education Research & Development, 34:3, 641-657, DOI: 10.1080/07294360.2014.973376 To link to this article: http://dx.doi.org/10.1080/07294360.2014.973376 Published online: 14 Nov 2014. Submit your article to this journal Article views: 135 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=cher20 Download by: [COMSATS Headquarters] Date: 22 October 2015, At: 14:24 Higher Education Research & Development, 2015 Vol. 34, No. 3, 641–657, http://dx.doi.org/10.1080/07294360.2014.973376 Complex dynamics in academics’ developmental processes in teaching Caroline Trautweina*, Matthias Nücklesb and Marianne Merktc a Centre for Higher and Further Education, University of Hamburg, Hamburg, Germany; Department of Educational Science, University of Freiburg, Freiburg, Germany; cCentre for Academic Development and Applied Higher Education Research, Magdeburg-Stendal University of Applied Sciences, Magdeburg, Germany Downloaded by [COMSATS Headquarters] at 14:24 22 October 2015 b Improving teaching in higher education is a concern for universities worldwide...
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...module. According to Schön (1983), the two types of reflection are reflection in action and reflection on action. Reflection in action is the process of reflecting whilst completing a task whilst reflection on action is the process of reflecting on what you have done. This is an account of my learning experience, combining both approaches, whilst undertaking the mentorship course. The Gibbs model (1988) is a popular tool use to analyse and describe reflection. It is a cycle with six stages: description, feelings, evaluation, analysis, and conclusion and action plan. The rationale for using this model is because it is clear and precise. The essay will take into account my personal journey and the skills I am bringing to this course. Confidentiality will be maintained in accordance with the Nursing and Midwifery Council (NMC, 2008). Informed consent where necessary was also gained in accordance with the NMC Code (2008). Description I am currently working as a Registered Mental Health Nurse involved with patients with various challenges, and with staff at various stages of professional development. Learning and mentorship is an important activity in such an environment. Some of my colleagues had already completed their mentorship training and their recommendation of the course as taught in this University inspired me to apply. Furthermore, I enjoy teaching people and thinking about the challenges that come with it. Teaching people helps to develop my professional skills and knowledge...
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...Critical Reflections on Teaching What is reflective teaching? Reflection defined | |[pic]|recognising |[pi| | | | |+ |c] | | |Reflection means | |examining | |the way we teach. | | | |+ | | | | | |ruminating over | | | This involves more than just describing what we do or what we have done. As individuals, each with our own background and experience, we bring certain beliefs, assumptions, knowledge, attitudes and values to teaching. Our teaching takes place in a social setting that has its own unique characteristics, opportunities and constraints. Reflective teaching means exploring the implications of all these complex factors with the intention of understanding and improving our practice. A good place to start is by considering our own pasts, as learners and teachers and reflecting on the beliefs, knowledge and values that we have developed from our experiences. Levels of reflection In a sense, we reflect constantly as we teach, responding to ongoing situations in the classroom as they arise. This is sometimes called reflection-in-action. Reflection-in-action usually happens very fast, perhaps even intuitively...
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...Reflection Evaluation Criteria (the rubric) |Criteria |Superior (54-60 points) |Sufficient (48-53 points) |Minimal (1-47 points) |Unacceptable (0 points) | |Depth of Reflection |Response demonstrates an in-depth reflection |Response demonstrates a general reflection on, and|Response demonstrates a minimal reflection |Response demonstrates a lack of reflection on, or| | |on, and personalization of, the theories, |personalization of, the theories, concepts, and/or|on, and personalization of, the theories, |personalization of, the theories, concepts, | |(25% of TTL Points) |concepts, and/or strategies presented in the |strategies presented in the course materials to |concepts, and/or strategies presented in the |and/or strategies presented in the course | | |course materials to date. Viewpoints and |date. Viewpoints and interpretations are |course materials to date. Viewpoints and |materials to date. Viewpoints and interpretations| |___/15 |interpretations are insightful and well |supported. Appropriate examples are provided, as |interpretations are unsupported or supported |are missing, inappropriate, and/or unsupported. | | |supported. Clear, detailed examples are |applicable. ...
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...[pic] Reflective Practice EDU 2071-N Critically Evaluating Reflective Practice. Leigh William Adams. M1106275 D.O.S: 10/12/2015 Word count: 2000 Introduction. This essay will look at the use of reflective practice in a vocational construction setting, it will look at various practitioners’ theories and how they may be implemented into the current strategy. Reflective practice can be an essential tool in vocational based professional learning settings where people learn from their own experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the milieu of their work. The essay will also look at the use of reflective practice with learners at a behavioural school. Each section will cover different topics, section one will cover the understanding of critical reflection, section two will show how critical reflection is used for behaviour, section three shows its use in the construction industry and section four will briefly cover other authors and their respective models. Section 1. In order to be effective teachers must be reflective; they must continuously review their practice, discuss it with their colleagues, consider their learners’ responses and seek to develop...
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...This assignment will evaluate and explore the experience of mentoring a student in practice, critically analysing topics that will reflect on the role of the mentor, within the context of the nursing profession. The placement area concerned is a 14 bedded acute elderly assessment ward, which caters for both male and female patients. Several students have been placed on our ward over the years, it is the mentors responsibility to provide students with appropriate support, guidance and supervision within the clinical environment, Myall 2008. One of the key issues that need to be considered in preparation for an effective learning environment would be making sure the student is aware of the situations that could arise on the ward, discussing typical events that could happen on a daily basis. clinical experience can be a stressful part of the nursing program, working in a unfamiliar area, working with difficult patients and the fear of making mistakes. Hutchinson (2003) believes that a teacher should aim to provide an environment in which learners feel safe to experiment, voice their concerns, identify their lack of knowledge and stretch their limits. One of the major factors affecting learning is the environment in which it takes place. It is the responsibility of professional staff to create and develop an environment conductive to learning (Price, 2004). This implies that the environment should be continually monitored...
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...Objectives of workplace as a learning environment have been the subject of research all over the world. In Malaysia, it has burgeoned throughout numerous fields of professional practice and education especially in health settings. However even with high formal education and training people received, they’re not ready for a position of responsibilities unless they have the capabilities to learn from the experienced. This is known as reflective practice. Reflective practice is taking critical attention to the practical and theory values which involved in routines by examining practice contemplatively and reflexively which leads to development understanding (Bolton, 2010). One of the famous reflections model in the worlds is Gibbs Model of Reflections (Appendix 1). Observing my workplace as a learning environment with analysing challenges and barriers, I’ve located three areas of improvement using this model. Being in one of the biggest clinic in Southern Malaysia, the major challenge is to endure high workload either in clinical or non-clinical works. Subsequently many of staff especially juniors which also involved in mentorship programs are unable to define and located their own learning needs. As an improvement, I’ve choose to develop the learning contract. It can be defined as an agreement achieved between learner and mentor to develop shared expectations about what will be learn by the learner and how the learning will be measured (Boak, 1953). In my opinion it’s a dynamic...
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...Reflective Account on My Teaching Practice Introduction I am written a reflective account details my experiences in teaching the students during my teaching practice under my bachelor of nursing module: preparation for mentorship. I am having a teaching on first aid treatment on a choking condition on a group of 10 foundation students who are undertake their public health module. I reflect on the process of the teaching to identify what the students had learnt and what I gained from the experience. Reflection is about assessing, learned and understands from our lived experiences; the good or the bad one (John, 1995). My teaching practice session For this, I am using the Gibb’s Reflective Cycle (Gibb’s, 1988) to give structure on my reflection on teaching. This will first look at the reason I chose the topic of presentation. Choking is a common incidence that can happen in everywhere, it is important for them to have the knowledge on what to do during an emergency choking situation. Therefore, I have chosen the Heilmich Maneuver in relief of choking as my lecture. I prepared a lesson plan (Appendix 1) and a power point presentation (Appendix 2) as a tool for my teaching session. Before planning for my teaching session, it is important for me to understand what type of learning theory and student learning style are suitable for my teaching. There are three main theories as described by Gopee (2011), which are Behaviourism, Cognitivism and Humanism. My teaching are based on the cognitive...
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...………………………………………………………………….Pages 2-3 Discussion…...…………………………………………………………………Pages 4-14 Conclusion …………………………………………………………………...Pages 15-16 References ………………………………………………………………….Pages 17-20 Introduction This essay aims to explore the processes of teaching, training and mentoring of adults. The setting in which this will be explored and linked to, will be one of nursing, although it is recognised that the fundamental theories explored may be applied to any setting where the teaching, training and mentoring of adults occur. The essay will explore the writer’s understanding regarding the role of a mentor within the workplace and the theoretical ties surrounding mentorship and how these are linked into the writer’s role of a mentor. Any names or areas of work mentioned in the essay have been changed in order to maintain confidentiality, clause five of the Nursing and Midwifery Council (NMC) Code of Professional Conduct: Standards for Conduct, Performance and Ethics (NMC 2004). The term ‘mentor’ is defined by the English National Board (ENB) and the Department of Health (DOH) to “denote the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in their practice setting” (ENB & DOH 2001a P6). Nicklin and Kenworthy (2000) define a mentor as someone who by example and facilitation guides, assists, and supports the student in learning new skills, adopting new behaviour and acquiring new skills. Quinn (2000 P.427) furthers...
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...6. Validity, legitimacy and moral authority Throughout my school placement I collected data, used different assessment methods, gathered feedback from student, had several discussions and reflected on my own practice. I used this research to form the evidence for findings and conclusions. 1. Questioning – Key assessment method I improved my questioning techniques which has resulted in a better learning environment for the students and improved my teaching. There are several different sources of evidence for this claim; firstly this is something that has been mentioned by my tutors, saying that my questioning was “good teaching methodology and …. Method of ongoing assessment” (Appendix 3.7), and “questioning again using probing and scaffolding techniques to elicit feedback and encourage elaboration allowed you to identify gaps in students' knowledge” (Appendix 3.4). I got feedback from the students through the teacher after I had left and they mentioned that my question...
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...MENTORING IN PRACTICE MODULE CODE: MOD001840 SID NO : 0711950 WORDS : 2,000 SUBMISSION DATE: 10TH OF MAY 2013 The purpose of this essay is to provide a reflective account of mentoring a pre-registration nursing student in practice. A reflective model (Gibbs 1988, appendix 1) I will analyse the experience between myself as a mentor and the student under the supervision of a qualified mentor. The learning styles, The name of individuals involved shall not be mentioned in order to protect confidentiality in accordance to the Nursing and Midwifery Council (NMC, 2008) Emphasis will be put on how an environment may be created to foster a long life learning and teaching and the learning strategies that were utilised, coupled with principles of assessment and the assessment tools that were used. The role of a mentor in facilitating learning will also be appraised. What is reflection? According to, Taylor (2000), “reflection means the throwing back of thoughts and memories in cognitive act such as thinking, contemplation, meditation and any other form of attentive consideration in order to make sense of them, and to make contextually appropriate changes if they are required”. The purpose of reflection as stated by John (1999) is to promote desirable practice through the practitioner's understanding and learning about their lived experiences. John (1999) mentorship reflection. This mentorship encourages practitioners to work through a series of reflective...
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