...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 and career aspirations at start of programme P3 produce and monitor an action plan for...
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...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 and career aspirations at start of programme P3 produce and monitor an action plan for...
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...M5A2 Reflective Analysis and Interpersonal Improvement Plan Worksheet Use this worksheet to organize your responses to Module 5, Assignment 2. Submit this worksheet in the Module 5: Assignment 2 Dropbox no later than Day 6 of Module 5. Include vocabulary and concepts from your readings to support and illustrate your own insights. In preparation for the papers you’ll write later in this course, take the time to organize your thoughts for each question and write clearly. The completed worksheet should be not more than three pages. 1. Personal goal: I would like to improve my anger management when faced with a difficult task. • Intermediate Goal 1: Finish my courses in interpersonal effectiveness. o Action item 1: Understand, and put to use, all of what is mentioned in my interpersonal effectiveness classes. o Action item 2: Take positive notes for referencing in the future and answer all homework assignments as completely as possible. • Intermediate Goal 2: Practice Relaxation techniques “A major strategy for modifying a stressor is to rethink your belief about a challenging situation.” (Retrieved from: http://digitalbookshelf.argosy.edu/books/9781256958567/id/pg365) o Action item 1: Take 5 minutes a day to listen to soothing music with eyes closed o Action item 2: Focus on the end goal and realize that stress is only temporary • Intermediate Goal 3: Fully recognize stressful...
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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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...the ability to choose your response to any event, even when the event itself is beyond your control”. (Ellis, 2011, p. 171) Elements exist during school that will be beyond control, such as group work and other team members completing their part of the assignment. By studying hard, participating in group work, collaborating with other students, and doing honest assignments, one can work toward personal success of the highest grade achievable. The work put into assignments will reflect the outcome of success. If there is no effort, the grade will reflect the lack of work. “There is another way, called taking responsibility. You can recognize that you choose your grades by choosing your actions. Then you are the source, rather than the result, of the grades you get”. (Ellis, 2011, p. 171.) By working hard and achieving personal success during school, and working toward a career, the focus can shift toward success in the workforce. As we progress in life, the choices we make will reflect our success at the job. Personal responsibility in a career is a direct reflection on how successful a person is completing his or her specific job requirements. Numerous...
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...Using Student Self-Reflections to Improve Student Study Habits in the Mathematics Classroom A Capstone Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching: Mathematics Nancy Daly Department of Mathematics and Computer Science College of Arts and Sciences Graduate School Minot State University Minot, North Dakota Summer 2011 ii This capstone project was submitted by Nancy Daly Graduate Committee: Dr. Laurie Geller, Chairperson Dr. Cheryl Nilsen Dr. Rebecca Anhorn Dean of Graduate School Dr. Linda Cresap Date of defense: Month day, year iii Abstract Type the abstract here. Do not indent. It should be one block paragraph. The abstract is a summary of your paper. iv Acknowledgements Type your acknowledgements here. Indent each paragraph 0.5 inch. You can thank whomever you choose. v Table of Contents Page Abstract .................................................................................................................. iii Acknowledgements ................................................................................................ iv List of Tables ....................................................................................................... viii List of Figures ........................................................................................................ ix Chapter One: Introduction ................................................................
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...PERSONAL DEVELOPMENT PLANS The following section will give you guidance on the Personal Development Plan, what it is and how you can utilise it in support of your educational aspirations. 3 key questions to ask yourself…… 1. What is a Personal Development Plan(PDP)? 2. Why Should I have one? 3. How can I write one to reflect my own aspirations? The answers are straightforward…… 1. What is a Personal Development Plan(PDP)? A PDP is just another name for a plan of action, only this one refers specifically to your aspirations regarding personal development. We make plans every day, but do not always write them down; a PDP allows you to set your own personal targets and find the best way to achieve them. 2. Why Should I have one? An action plan will help you to visualise what you are doing and keep track of your achievements. To be totally effective, it must be a fluid document that is reviewed at regular intervals to ensure that it is always accurate, relevant and realistic. Furthermore, certain courses may be eligible for financial assistance, such as the SLC and ELC. In order to qualify for these allowances, you will have to prove your commitment to your studies. You must have a PDP in order to claim the ELC, in accordance with the ELC DCI. Remember, the PDP is your personal document, but with your permission it is recommended that a copy be held in your Personal Educational Folder, the F7269. Access to this will be restricted...
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...Independent learning and the expert learner Introduction This resource is intended to: • • describe the characteristics of independent learning draw parallels and differences between the ‘independent’ and the ‘expert’ learner. A definition of independent learning One definition of independent learning or ‘autonomy’ in learning is: “…the ability to take charge of one’s learning” H. Holec, 1981 Independent learning is usually developed throughout a learner’s time at school or college to give learners more responsibility for work or learning. It helps learners to make informed choices and to take responsibility for deciding what they need to do in order to learn. To do this and to have the motivation to learn independently, learners need to: • • • feel confident about taking and acting upon decisions appreciate the value of reflecting on learning decide whether learning has been effective or whether they need to try another approach. If you have explored other parts of Developing the expert learner, you may have already noticed that independent learning, with its emphasis on autonomy, reflection and confidence, sits comfortably within the concept of the expert learner. A focus on learning and not teaching Independent learning means that learners make decisions about their learning rather than relying on their teachers to do it for them. At first, many learners find this challenging. When they are more familiar with it, they realise that it allows them to focus on their...
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...Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence; * Support for development; * Reflect on own development; 4. Know service provision in the health or social care sectors...
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...university. We spend more time looking at the group project and how to develop an effective team. The other sections look at the different forms of study groups that you may encounter at university. All group work extends your inter-personal skills and this guide will help you identify what these skills are. Learning Outcomes 1. Recognise how groups form and function. 2. Relate your knowledge of groups to team projects and other study groups. 3. Identify the inter-personal skills developed through group work. 4. Evaluate your developing inter-personal skills. Contents 1.0 About groups and teams 1.1 How do groups function as teams? 1.2 How do individuals become team players? 1.3 The importance of ground rules 2.0 Project teams 1. Get to know yourself and the individuals that make up your team 1. Establish your team’s profile 2.2 Develop a team spirit 2.3 Understand the task and develop a plan 4. Maintain the team 1. Things that worry you about team work 3.0 Study groups 3.1 In class 3.2 Peer learning groups 3.2.1 Helping a friend – coaching 3.2.2 Private study groups 3.2.3 Peer assisted learning 3.3 Avoid plagiarising from each other (collusion) 4.0 Reflect on your developing skills ______________________________________________________ The material in this guide is copyright © 2003 the University of Southampton. Permission...
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...1 Reflection Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn’t? Why? How do I feel about it? We don’t usually follow a formula for this, it just happens as feelings, thoughts and emotions about something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms of structured...
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...1 Reflection Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn’t? Why? How do I feel about it? We don’t usually follow a formula for this, it just happens as feelings, thoughts and emotions about something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms...
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...Development Plan GM 592: Leadership in the 21st Century STUDENT NAME Month day, 200X Table of Contents . Purpose of Study . Background Analysis . Literature Review . Benchmark Analysis . SWOT Analysis . Proposed Action Plan with Implementation Timeline . Potential Impact of Current Trends . Desired Future State References Purpose of Study The position I currently hold is Advanced Skills Training Manager for a global provider of office technology and equipment. My direct team unit in the organization is the corporate university (an HR function), but we also have cross functional responsibilities to sales with a dotted line reporting structure to the Regional Sr. Sales Leadership team. My primary responsibilities are to manage training and development for the field sales organization within my territory (543 reps and 87 managers in the North Eastern ¼ of the US). This territory is divided into 6 “Areas” – each with its own Sr. Leadership team and sales force as well as unique geographic, competitive, and cultural needs. Mypositionhas very recentlychanged (duringthis class, in fact) and,as a result, myrole has shifted and I been assigned three additional Areas as well as new direction and responsibilities. Prior to the change, the university primarily focused on new hire skills with some management and higher level classroom training. The mission for my new position is to support the Area Business plan through “front line” skill building...
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...Learning Activities Page heading The following learning activities are designed to further develop your mastery of the learning objectives identified within this learning plan. Completing the following activities will further enrich your experience with the concepts and theories presented in this course. Start Course Content Learning Plan 1 _____1. Spend some time looking over your textbook and become familiar with the content. Reflect on your own communication skills as you explore the different topics in your textbook. Think about your abilities in the following areas: * General writing skills * Summarizing skills * Clearly explain a concept or process to another person * Being persuasive in presenting your ideas * Organizing thoughts/ideas * Being creative * Completing projects * Making decisions * Listening to others * Stating my own opinions without being close-minded * Taking charge or being a leader in a group Identify specific communication skills you want to improve on as you take this course. _____2. Read chapter 1, Communication Strategy, in your textbook. _____3. Return to part one in the Communication Strategy chapter, titled I. Communicator Strategy. After reviewing this section, complete the following activity. Case Study Scenario: The company you work for has just announced that it intends to sign on 20 new clients each month for the next six months. You are a manager in this company and need...
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...COURSE DESCRIPTION FORM School/Faculty/Institute Sabancı University, Faculty of Management Program B.A. in Management Semester Summer 2014 Course Code MKTG405 Course Title in English Marketing Strategy Course Title in Turkish Pazarlama Stratejisi Language of Instruction English Type of Course Lecture/Seminar/Practical/Fieldwork Level of Course Senior, Junior Intermediate Semester Summer Hours per Week 3 Number of Credits 5 ECTS Grading Mode Letter Grades (A: 100-93, A-: 92-86, B+: 85-78, B: 77-70, B-: 69-63, C+: 62-50, F:49-0) Pre-requisites Principles of Marketing or Introduction to Marketing Course Description MKTG405 will deepen students’ knowledge of marketing strategy. Students will not only be provided with a capstone class that enables integration of their learning in marketing (“pull it all together”), but they will be equipped with thinking strategically when making and implementing marketing decisions (“strategic decision making”). Extensive application of specific analytical approaches and tools for understanding customers, competition, and markets (“applications of marketing data and information”) will help students in developing an appreciation for the relationship between marketing and the other functional areas of business. Course Description in Turkish MKTG405, öğrencilerin pazarlama stratejisi bilgisini derinleştirmeyi hedefler. Öğrencilere pazarlama bilgilerini entegre edebilme kabiliyeti kazandırmanın yanı sıra, pazarlama kararlarına...
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