Skip to main content

Home/ Classroom 2.0/ Group items tagged reflective practices

Rss Feed Group items tagged

Nigel Coutts

Taking a Reflective Stance - The Learner's Way - 3 views

  •  
    To ensure reflective practice is more than an activity added to our schedule, we need to take a reflective stance. Too often, reflection becomes the thing we do at the end of a task or the end of the day. We look back and contemplate what was, and with that in mind, we look forward to what we might do differently next time. It is in this way a very reactionary process. By all means, this form of reflection has its place, and it can be a powerful strategy to deploy as we seek to learn from experience. If we value reflective practice, we will be sure to set aside time for this form of reflection on a routine basis. By engaging in reflection habitually, we ensure that it is a routine part of our day. But adopting a reflective stance can make this more powerful.
Nigel Coutts

Realising the benefits of reflective practice - The Learner's Way - 4 views

  •  
    It is generally accepted that learning is enhanced by the inclusion of deliberate, reflective practice. Indeed the act of reflecting on the impact that our actions have towards the achievement of any goal (learning oriented or other) is shown to have a positive impact. Reflective practice is defined as the praxis (interdependent and integrated theory, practice, research, thought and action) of individuals or groups to move from 'better thinking to better action' as a result of reflection for, in and on learning (Harvey et al. 2010 p140). With this in mind, it is worth considering what reflective practice might look like and to consider it in a range of contemporary contexts. 
Nigel Coutts

If we learn from reflecting on experience - The Learner's Way - 4 views

  •  
    It is difficult to understate the importance of reflective practice for learning. Dewey states that "We do not learn from experience. . . we learn from reflecting on experience", and it is worth taking time to consider the implications of this. How might we maximise the benefits of reflective practise amidst the many competing pressures we confront?
Nigel Coutts

Enhancing the power of our reflective practice - The Learner's Way - 4 views

  •  
    "We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.
Nigel Coutts

Becoming a reflective practitioner - The Learner's Way - 2 views

  •  
    There are particular behaviours and a mindset that accompanies effective reflective practice. Understanding and applying these allows us to become reflective practitioners.
Jeff Johnson

The Bamboo Project Blog: Professional Development Practice: The One Sentence Journal - 0 views

  •  
    Regular readers know that I'm a big fan of reflective practice--one of the greatest values of blogging for me has been that it's created a forum for me to regularly think about what I do and how I do it. But most people aren't ready to make that kind of time commitment so here's something that I think might be a perfect way to encourage reflection in the shortest time possible: the one sentence journal, a great idea from blogger Gretchen Rubin...
Hare Marke

Buy Glassdoor Reviews - 100% Non-Drop,Safe, Permanent, Cheap ... - 0 views

  •  
    Are glassdoor reviews reliable Glassdoor reviews are not a guarantee of job security. They aren't a guarantee of job performance, either-you can get a bad review, even if you're doing great in your current role. And they aren't guaranteed to tell you everything about the company or organization that posted them: some companies might be more transparent than others, while others may hide certain aspects from their employees in order to maintain secrecy (this is common practice). Buy Glassdoor Reviews Glassdoor reviews also don't necessarily reflect what potential employees will find when they start working there; sometimes people say nice things about an employer because they want something from them but have no intention of actually taking it up when they apply for jobs there! In fact, Glassdoor reviews can be pretty misleading because they fail at capturing all aspects related to what makes an organization great as well as how happy its employees feel working there-but this isn't always intentional; sometimes employers just don't care enough about how their workers feel about themselves or their jobs at all! Buying Glassdoor reviews can help you hire great sales and marketing talent. Buying Glassdoor reviews can help you hire great sales and marketing talent. Glassdoor is a trusted source of information about companies, jobs and industries. It's also one of the best places to find out what employees think about their employers and peers in the industry. When you buy glassdoor reviews, it's important to know that they're safe, permanent and cheap! You'll also get reliable data from people who have worked at your target company or job before (or are currently working there). Buy Positive Glassdoor Reviews When you're looking for a job, it can be difficult to find the right company and job. If you have no experience in sales or marketing, finding the right role may feel impossible. However, if you buy positive Glassdoor reviews from truste
  • ...1 more comment...
  •  
    Are glassdoor reviews reliable Glassdoor reviews are not a guarantee of job security. They aren't a guarantee of job performance, either-you can get a bad review, even if you're doing great in your current role. And they aren't guaranteed to tell you everything about the company or organization that posted them: some companies might be more transparent than others, while others may hide certain aspects from their employees in order to maintain secrecy (this is common practice). Buy Glassdoor Reviews Glassdoor reviews also don't necessarily reflect what potential employees will find when they start working there; sometimes people say nice things about an employer because they want something from them but have no intention of actually taking it up when they apply for jobs there! In fact, Glassdoor reviews can be pretty misleading because they fail at capturing all aspects related to what makes an organization great as well as how happy its employees feel working there-but this isn't always intentional; sometimes employers just don't care enough about how their workers feel about themselves or their jobs at all! Buying Glassdoor reviews can help you hire great sales and marketing talent. Buying Glassdoor reviews can help you hire great sales and marketing talent. Glassdoor is a trusted source of information about companies, jobs and industries. It's also one of the best places to find out what employees think about their employers and peers in the industry. When you buy glassdoor reviews, it's important to know that they're safe, permanent and cheap! You'll also get reliable data from people who have worked at your target company or job before (or are currently working there). Buy Positive Glassdoor Reviews When you're looking for a job, it can be difficult to find the right company and job. If you have no experience in sales or marketing, finding the right role may feel impossible. However, if you buy positive Glassdoor reviews from truste
  •  
    What are the Benefits of Glassdoor Reviews? Glassdoor Reviews are an excellent way to find out more about a company before you apply for a job there. They can help you decide whether or not to apply for a job at a company, or if the company is right for you. Glassdoor Reviews are also valuable because they give employees an opportunity to voice their opinions on various aspects of their jobs and life at the company. Why is it necessary to obtain Glassdoor reviews? There are many reasons to obtain Glassdoor reviews. The first is that they're a good way to find out what other people think about a company, both from the perspective of how employees feel about it, and also from the perspective of customers who have interacted with them. The second reason is that Glassdoor reviews can help you decide whether or not you want to work for a certain company. They provide insight into: Buy Glassdoor Reviews How successful the company has been (i.e., their revenue growth rate) What kind of culture exists within their organization (i.e., how open-minded are employees about different points-of-view?) How does glassdoor verify reviews Glassdoor reviews are verified by a third party to ensure that the reviews are genuine. The company has its own verification process, which includes verifying the identity of each reviewer and checking their employment history, educational background and other details. This ensures that you're getting a realistic picture of what the worker actually thinks about working at your company. Buy Glassdoor Reviews Glassdoor Reviews Are glassdoor reviews reliable Glassdoor reviews are not a guarantee of job security. They aren't a guarantee of job performance, either-you can get a bad review, even if you're doing great in your current role. And they aren't guaranteed to tell you everything about the company or organization that posted them: some companies might be more transparent than others, while others may hide certain aspects from their
  •  
    Buy Glassdoor Reviews Introduction Glassdoor is a website that allows you to review different companies and jobs. It's an easy way to find out what other people think about your favorite employers or job opportunities. Glassdoor reviews are important because they can help you make an educated decision about whether or not to work for a particular company or hire someone for a specific position. What is Glassdoor? Glassdoor is a company that allows employees to review their employers anonymously. The purpose of Glassdoor is to give you the information you need to make your best possible decision about where you want to work, so that you can find the job that will fit into your life and career goals. Buy Glassdoor Reviews We're sure there are a lot of people out there who want an honest review about their current or previous employer-and we're happy we can provide this service for them! What are the Benefits of Glassdoor Reviews? Glassdoor Reviews are an excellent way to find out more about a company before you apply for a job there. They can help you decide whether or not to apply for a job at a company, or if the company is right for you. Glassdoor Reviews are also valuable because they give employees an opportunity to voice their opinions on various aspects of their jobs and life at the company. Why is it necessary to obtain Glassdoor reviews? There are many reasons to obtain Glassdoor reviews. The first is that they're a good way to find out what other people think about a company, both from the perspective of how employees feel about it, and also from the perspective of customers who have interacted with them. The second reason is that Glassdoor reviews can help you decide whether or not you want to work for a certain company. They provide insight into: Buy Glassdoor Reviews How successful the company has been (i.e., their revenue growth rate) What kind of culture exists within their organization (i.e., how open-minded are employees about different
mahadi hasan

8 Practical Methods for Job Analysis | HRMC Matrix - 0 views

  •  
    Methods for job analysis or how to do a job analysis may be the common asking question related to HR. Job analysis helps organization to identify the basic requirement of any position. There are many methods or ways to conduct an effective job analysis. Practical Methods for Job Analysis Observation Method This is the only direct method from where a HR professional or job analyst can collect job related information practically. Thus, information of this source is very trustworthy. This was the first job analysis methods used by I-O psychologists. The process involves simply watching what an employee does or does not for the specific period. During observation, HR professional or job analyst some time ask question to gather required information. Interview Method Interview is methods for job analysis where structured questionnaire used by the HR professional or job analyst. Organization conduct this "interview" job analysis methods using structured interview method or unstructured interview method. In structural interview process, questionnaire is similar for every employee, even due to change of interviewer. On the other hand, interview process may be different due to the change of interviewer. Job Interview Methods Critical Incidents Technique Critical Incident Technique (CIT) is a flexible method for job analysis comprises with set of procedures and used for collecting direct observations of human behaviors related to any specific job. The critical incident technique of job analysis asks supervisors to identify critical aspects of human behavior for a particular job that lead to success or failure. This method of job analysis helps to identify the critical incident or aspects of a job. Questionnaires and Surveys Method Some expert incumbents conduct questionnaires or surveys as methods for job analysis. These questionnaires include task statements to identify the form of worker behaviors. Information gathered from questionnaires or surveys can
Dimitris Tzouris

How to Make Better Teachers «Ideas and Thoughts from an EdTech - 15 views

  • Reflective Practitioner
  • Reflective Practitioner.  
  • The reflective writing has been valuable but definitely the nearly 4,000 comments have been even more of a learning experience. This is the single best professional development experience I've had.
  • ...1 more annotation...
  • Hire a teacher, give them a blog. Get them to subscribe to at least 5 other teachers in the district as well as 5 other great teachers from around the globe. Have their principal and a few central office people to subscribe to the blog and 5 other teachers as well. Require them to write at least once a week on their practice. Get conversations going right from the get go. Watch teachers get better.
Paul Beaufait

CAL: Digests:The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researc... - 10 views

  •  
    "... The project described in this digest was designed with the belief that teacher professional growth can best be fostered through sustained collaborative inquiry between teachers and researchers. It has set out to incorporate what is known about quality professional development with the special features necessary for meeting the needs of English language learners. The project has defined a model of sheltered instruction based on the research of best practices, as well as on the experiences of the participating teachers and researchers..." (¶1).
cheapassignment

BSBINN601 Lead and manage organisational change | Assignment - Assignment Help by World... - 0 views

  •  
    You must read the student assessment instructions prior to completing all assessment tasks. After you have completed all the tasks, you must declare that the completed assessment tasks are authentic and completed by yourself by checking each point in the table below. You will also be required make an electronic declaration of authenticity prior to submitting your completed assessment tasks. STUDENT DECLARATION Core units HLTAHW061 Engage in community health research HLTAHW066 Manage the delivery of Aboriginal and/or Torres Strait Islander HLTAHW067 Manage health education and promotion HLTAHW068 Develop work plans HLTAHW069 Develop health care policy HLTAHW070 Manage human resources HLTINF004 Manage the prevention and control of infection HLTWHS004 Manage workplace health and safety BSBMGT605 Provide leadership across the organisation BSBMGT608 Manage innovation and continuous improvement Elective units CHCADV005 Provide systems advocacy services CHCCDE007 Develop and provide community projects CHCDIV001 Work with diverse people CHCEDU002 Plan health promotion and community intervention CHCEDU008 Share health information CHCMGT007 Work effectively with the Board of an organisation CHCPRP003 Reflect on and improve own professional practice HLTAHW025 Provide information and strategies in health care HLTAHW032 Supervise individual workers HLTAHW033 Maintain community health profile HLTAHW034 Provide healthy lifestyle programs and advice HLTAHW043 Facilitate access to tertiary health services HLTAHW050 Develop a healing framework for social and emotional wellbeing work HLTAHW051 Respond to loss, grief and trauma HLTAHW061 Engage in community health research HLTAHW062 Supervise health care team HLTAHW063 Implement office systems HLTAHW064 Manage budgets HLTAHW072 Provide guidance in social and emotional wellbeing HLTAHW073 Practice social and emotional wellbeing in a clinical setting HLTAHW0
Paul Beaufait

CAL: Digests: Professional Development for Language Teachers - 10 views

  •  
    "In this paper, professional development is defined as an ongoing learning process in which teachers engage voluntarily to learn how best to adjust their teaching to the learning needs of their students. Professional development is not a one-shot, one-size-fits-all event, but rather an evolving process of professional self-disclosure, reflection, and growth that yields the best results when sustained over time in communities of practice and when focused on job-embedded responsibilities" (Defining Professional Development, ¶1).
Steve Ransom

Peter T. Coleman, PhD: The Consequences of Our Games - 2 views

  • "At a time when games are becoming ever more realistic, reality is becoming more gamelike."
  • The problem is not that games are inconsistent with many aspects of our lives; it is that they provide a limited and skewed lens on the world
  • Seeing more and more aspects of our lives as games to win through maximization has a sort of self-perpetuating effect with perverse consequences, not the least of which is the impairment of what Diesing terms social rationality; the cherishing of unique relationships, personal connectedness, cooperative functioning, solidarity and sentiment.
  • ...6 more annotations...
  • It stresses the strategic interdependent interests of humans and assumes that in games there is always a rational choice which is the best counter-choice to your opponent's.
  • If winning efficiently is the goal, then the rules (ethical, moral, legal, and spiritual), are essentially obstacles to game.
  • In our schools, competition for access to elite preschools, for grades, for social status, in sports, over positions of leadership, and for admission to exclusive colleges transforms one of our most basic institutions for fostering community, ethics and learning into competitive, individualistic corporate training-grounds. In these settings, the importance of competitive sports becomes paramount, for both financial and training purposes, and the artistry of cheating (see this year's Stuyvesant High School cheating scandal) and rule-bending (see Joe Paterno) revered. Such intense competition encourages the professionalization of parenting -- through tutors, highly-educated nannies, prep courses, and professional training camps (such as investment camps). You can imagine the deleterious effects these trends have on the ethos of care and moral responsibility in our families and schools, a critical buffer against bullying and violence in the lives of our children.
  • We become hyper-connected through technologies, boasting our number of "friends" on Facebook, and have less and less intimacy.
  • We choose friends with benefits or Internet porn over romantic relationships as they are less messy, more efficient.
  • Life is a race and we are losing.
  •  
    A great piece worth the time to reflect on. Mindfulness needs to be practiced frequently.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  •  
    About pedagogic 2.0
  •  
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Caroline Roche

My Reflections on TeachMeet Takeover | edte.ch - 17 views

  •  
    Excellent description of the TeachMeet Takeover at Bett this year and the difference it made to class room practice
Roland Gesthuizen

5 Essential Tips To Help Integrate iPads Into Your School | dedwards.me - 0 views

  •  
    "it is worth reflecting how the initial setup and training can have a real impact on the success or failure of a 1:1 programme. The recommendations below are borne out of a desire to help teachers without overwhelming them and to model good practice to students. There are many apps that could have been chosen, but those mentioned below are considered generic and able to serve a purpose across the curriculum."
Nigel Coutts

The learner's role in their search for learning - The Learner's Way - 3 views

  •  
    Rather than expecting to be immersed in learning that shines a light on the path forward the notion of searching for driftwood that suits the learner's needs is very empowering. It requires an imagining of learning as a very active process where the learner is aware of their context, their current understanding and what they might need to move forward. It demands a conscious practice of reflection and a disposition towards taking charge of one's learning. It is a very agentic view where learning is something that you do, not something that happens to you. 
Nigel Coutts

What if? Reflections from the ACSA Conference - The Learner's Way - 1 views

  •  
    Last week I spent three days thinking about curriculum and all that it means to teaching and learning thanks to the Australian Curriculum Studies Association's biannual conference. It was three days of deeply thoughtful conversation and learning with just the right mix of academic research and ideas for grounded practice straight out of innovative classrooms and schools. With keynotes by Alan Reid, Dan Haesler, Bob Lingard, Robert Randall and Jan Owen combined with Masterclasses from some of Australia's leading educators there was much on offer. The biggest challenge was deciding which workshop you would attend when every session offered such outstanding opportunities.
Nigel Coutts

Making Time for Quiet Contemplation - The Learner's Way - 6 views

  •  
    In our busy and highly connected lives it can be difficult to find time to slow down, to deliberately and mindfully engage in reflective contemplation. Taking the time to do so can be significant for success, creativity, mental well-being and learning and yet we seem to struggle to commit time to this valuable practice. Schools, in particular seem to offer little time for students to slow down and think, and with the busy lives students lead such time is often entirely absent.
Martin Burrett

UKEdChat Conference: Certified Professional Development Course - 0 views

  •  
    This online Certified Professional Development Course encourages delegates to engage, reflect and interact with (at least) 6 presentations during (or after) the conference, considering the impact the showcase could have on your own professional practice.
1 - 20 of 28 Next ›
Showing 20 items per page