By: Rose Gordon

ROAD TO TRANSFORMATION

In order to assess myself to see how much I have grown, I must do some reflecting to evaluate those qualities I

possess that will make me a successful reflective practitioner, effective teacher and leader. To begin I must

ask myself some piercing questions such as:

What one quality would my students, colleagues and critical friends use to describe me in terms of my behaviour and relationship towards them? I must reflect on the course Reflective Practice in Action and critically assess myself against the principles of reflective/reflexive practice by

questioning:

Were my postings for learning activities reflexive in nature?

REFLECTING ON SELF

Did I use feedback from my facilitator to improve my writings?

Did I show ethics of care towards others by assisting them to solve problems?

Did I make attempts to build relationships in the learning communities?

Did I do continuous self-assessment in order to examine my progress towards commendable learning behaviours and professional practice?

Did I display self-management in terms of pacing based on schedule and guidelines since starting the course?

Analyzing the work done since embarking on this course, I realize that my strength lies in assisting others to solve problems, building relationships through

teamwork, using reflection as a means of learning and making connections between an event and my knowledge. My limitations however lies in being

committed in carrying out critical reflection on action to break the vicious cycle of blame and innocence in order to control what looks like chaos.

Therefore the way forward is to develop the habit of critical reflection as it is crucial for my survival in the classroom as it will help me as a teacher to

constantly research how my students perceive my use of experiential methods such as journals, portfolios and logs. 

In January 2015, I started the course in Reflective Practice in Action with the hope that this course will allow me to create lasting change in my individual life as well as the various communities with which I interact each day. While I was privileged to work as a learner practitioner and

leader in learning communities through my time with the collaborative task and interaction with the activities in the course units I should emphasize

that these communities have given much to me as I gave to them. My identity as a leader, learner practitioner and as educator deeply influenced my entire experience and continues to affect the entire aspect of my being.

This portfolio is a culmination of a term’s work and struggle to understand the principles of reflective/reflexive practice in a broader social context. It is created basically as a means of showing my growth on change overtime, to track the development of performances, to document progress towards

reflective standards and to document achievement for grading purposes. It will also serve as a means for reflection of progress toward striving to

become a successful reflective practitioner.

INTRODUCTION

My mission as a reflective practitioner encompasses four different aspects of my belief. My sincere hope is that through my daily work I will be able to be reflective on my practice and humble

enough to:

.Acknowledge that power is wielded most effectively when it is used responsibly by people who are attuned and engaged with the

needs and interest of others (Keltner 2007).

Apply principles of reflective/reflexive practice to analyze complex systems of importance to society.

Experiment with the in-depth theorists perspectives of reflective practice in order to create social structures and solve complex

problems.

Collaborate willingly with colleagues and peers in order to solve complex problems.

PROFESSIONAL MISSION STATEMENT

This portfolio is developed to:

Provide evidence of successful performance and areas for further improvement.

Record my reflective practice development activities I have undertaken and the impact they have on my learning.

 keep ongoing record of my achievements toward reflective practice.

 

PORTFOLIO OBJECTIVES

Before the selection of evidence for inclusion in this portfolio, the requirements in the course guide were given careful scrutiny. The assessment criteria was used to judge the

quality of artifacts that should be placed in there. Discussion was carried out with group members and research done in order to decipher the meaning of the criteria. In collecting

the data some questions were asked such as:1.What sources of evidence should be used?

2.How can sense be made of the evidence that is used?3.Where in the evidence shows reflective practice

development?4.How do they show record of achievement towards reflective

practice?

ACTION TAKEN TO ACHIEVE OBJECTIVES

During the period of construction I had to ask piercing questions such as:

1.How do the artifacts define the evidence of successful performance and portray my reflective practice

development activities?2.To what extent do they give rise to the understanding of 

critical progress?The criteria was constantly used to measure evidence as I

came up with the answers for these questions .I had to demonstrate skills such as awareness of personal learning

needs, understanding of the criteria of quality and the manner in which this quality is revealed in my work in order to ensure that the objectives outlined were met.

The selection of evidences included in this portfolio will allow for a glimpse into my reflective/reflexive development. They show the connections between course material, my degree of understanding, knowledge and performance as it relates to reflective practice. Artifacts are selected for inclusion because they provide evidence of progress toward selected theme outcomes. Each item was selected because it add some precise information related to the attaining of course objectives.

JUSTIFICATION OF ARTIFACTS

Measuring my steps to transformation

THEME 1Reframing perspectives of reflective practice

This unit has given me the opportunity to assess the eagle.  I came up with success qualities such as resilience, courage,

vision, adaptability and patience that can be attributed to it.  I have learnt that in order to achieve I have to be like this bird and use my physical characteristics in order to gain insight, freshness

and energy for learning.  I have learnt that I have to combine communication skills, go beyond recall, apply my thinking skills and analytical skills in order to successful achieve the objectives

in the learning process.  I learnt through the activities that reflective practice is a practical activity which requires me to be

involved in the process of searching inwardly for practical purposes.  It includes a practical application of a process,

methodology, way of life and practical application of a process.

           

TAKING MY FIRST STEP

Some theorists of reflection / reflective practice learnt about ore Moon (1999), Schon (1999), Kolb (1984), Reid (1994), Dewey (1933) and Gibbs (1988).  I learnt that there has been interest in the area of reflective practice for a very long time.  By exploring the readiness

activity I analyzed that the character is thinking about what was learnt about scope of practice in order to solve a problem based on

earlier exposure.  I have learnt that what was done previously has not changed and the focus is still on how far I will go in applying the principles of reflective practice.  In addition I now realize after

assessing the different perspectives on reflection / reflective practice that all individuals focus on the nature, value and scope of reflection

as personal and professional practice.  Lastly, I learnt that in choosing a perspective I must assess how it will impact my development and

practice.  I should also analyze its strength and limitations in term of how it will contribute to the development of myself and others.

Hi Rose,

Your presentation confirms that you are aware of the nature and purpose of reflective practice. You acknowledged the theorists which is a mark of respect for their contribution and you also did some self assessment. One suggestion that you should think deeply about and

give a try, is to share your prior knowledge and/or gaps in understandings, skills and disposition as a part of the reflective

writing process so that the change or growth can be more obvious. This means that whenever you mention that you learned, you should

explain the situation before learning and after learning as this validates your claims. It also minimizes repeating the material read

and enhances application. 

In closing, do not forget to include examples and supporting theories.

All the best.CloverF

FEEDBACK FROM E-TUTOR

Re: Evidence of Engagement and Learningby Rose Gordon - Thursday, 29 January 2015, 11:46 PM 

Hi Vidya,

      After completing activity 1:7 which required the unscrambling of the names of the theorists, I also came up with names such as Moon, Schon, Kolb, Reid, Dewey and

Gibbs.  My analysis showed that although each theorist has a personal perspective of refection and reflective practice, each perspective compliments / or further clarifies

the perspectives of others.  This is evident in the case of Schon whose work on reflective practice epitomizes the characteristics of a theory and practice of learning which is based on reconnecting ideas and experiences through reflection.  His early research was however influenced by the writing of John Dewey (Vince & Reynolds n.d.).  In the nursing field, one of the models of reflection most commonly cited in

Gibbs reflective cycle which proposes that theory and practice enrich each other with a never ending cycle was built from Kolb's experiential learning cycle (Finlay n.d.). From this activity I learnt that reflective practice has burgeoned over the last few

decades throughout various field of professional practice and education (Finlay n.d.). In addition I have learnt that learning, transformation and empowerment are all

critical themes in the discourse of reflective practice and education (Unit 1, p.14). 

          

SHARING WITH PEERS

What are some of the success qualities you would attribute to the eagle in activity 1:1?  I came up with success qualities

such as resilience, courage, vision, adaptability and patience.  The physical features to support my responses are its eyes

which I believe allows it to be observant and gain insight as it soars to new heights; its feathers which allows it to be

courageous while it soars and also adapts to its surroundings; its feet which allows it to be patient and resilient while it

stands and view its surroundings to learn all that lies within. I have learnt that in order to achieve, I have to be like this bird and use my physical characteristics in order to gain insight,

freshness and energy for learning (Unit 1, p.4).

        

    As I flash back to activity 1:3, I must say that my explanation of reflective practice is a way of studying your own experiences to improve the way you work.  It is a way of engaging in a continuous cycle of self observation and self evaluation in order to understand your actions and

the reactions you prompt in yourself and in learners.  Brookfield similarly believes through the four lenses he proposed, that these lenses correlate

the process of self reflection, student feedback, peer assessment and engagements with scholarly literature (Miller 2010). My analysis is

reveals that we both believe that the true nature of reflective practice is to become critically reflective by examining our own biographies both as

learners and teachers.  I have learnt that in order to develop the attributes of a reflective practioner.  I have learnt that in order to develop the attributes of a reflective practioner I must be constantly engaged in

self observation and self evaluation in order to ensure that I do not portray the actions that are contrary to what reflective practice entails. 

           

As it relates to personalizing, I have learnt that the dynamic nature of knowledge and the world can challenge personal preferences and ultimately inspire change or stagnancy.  I

fully realize that stagnancy can cause negative experiences such as frustration, doubt, confusion and tension (Unit 1,

p.11).  I am now aware that constant assessment has to be made in order to address these negatives.  It is for such

reason I prefer Gibbs perspective of reflection and reflective practice as it encourages you to think

systematically about the phase of an experience or activity (Wooliams, Williams, Butcher, Pye 2009)

Re: Evidence of Engagement and Learning

by Rose Gordon - Tuesday, 31 March 2015, 11:05 PM

 

Hi Travia,

I must admit that prior to reading the in-depth theories of reflective practice; I was of the understanding that reflection was based on

only the personal.  However after reading these perspectives I realized that reflection takes in more than how you view yourself

but also how you are viewed in the eyes of your peers, students and all those you interact with in all during spheres of life.

It is for that reason I have changed my perspective as I realize I should now pay attention to my students feedback and peer evaluation to critically examine my biography as learner and

teacher.

SHARING WITH PEERS

Hi Rose,

Your presentation confirms that you are aware of the nature and purpose of reflective practice. You acknowledged the theorists which is a mark of respect for their contribution and you also did some self assessment. One suggestion that you should think deeply about and give a try, is to share

your prior knowledge and/or gaps in understandings, skills and disposition as a part of the reflective writing process so that the change or growth can be more obvious. This means that whenever you mention that you learned, you should explain the situation before learning and after learning as this validates your claims. It also minimizes repeating

the material read and enhances application. 

In closing, do not forget to include examples and supporting theories.

All the best.

CloverF

E-TUTOR FEEDBACK

 Before being engaged in research on the various perspectives of reflective practice and critically assessing them to realise their

strengths and limitations, my perspective was that reflective practice is a process for self-observation and evaluation.  It did dawn on me that it involved much more than being engaged in continuous reflection but also evaluation from my students and

peers.  It was not until I assessed Fenwick's Experiential Learning and Brookfield's  four lenses that I realised that I should also pay

keen attention to my students feedback and peer evaluation to critically examine my biography as learner and teacher.  I did not

see it as a process which takes in the reactions I prompt in learners due to my actions. However, after realising that the

reading of literature was necessary in the process, I carried out further research which has changed my perspective.             

MOVING TOWARDS GROWTH

I now see reflective practice as a process which involves reflection - in-action where one make use of a repertoire of

theories, examples and actions to new thoughts and sensations occurring in the present moment which can be trained by

meditational practices.  It also involves reflection-on-action where one look at the event or problem and how it was dealt with afterwards.  I change my perspective because I now realise that effective learning will not occur unless I engage in reflection.  In order to do this I must think of a particular moment in time or an experience, ponder over it, and go back through it.  It is only by

doing so I will gain insights into different aspects of the situation (McClure n.d).  I have learnt that reflecting is an essential

element of learning and in order to learn from situations there has to be an engagement in reflection -on-action. )     

I now realise that in order for me to be engaged in reflective practice I have to be engaged in activities such as

reflective writing in journals or diaries, video and audio taping and critical incident techniques.  By doing so, I will

be able to identify particular helpful or unhelpful behaviours.  In order to learn from an experience one has to keep a reflective diary as memory cannot be relied upon for the detail of events (McClure n.d).  I now understand

that reflection-in-action begins with the description of the incident therefore the exercise of diary writing promotes

both the qualities for reflection which includes open mindedness and motivation and also the skills that are self awareness, description and observation; critical analysis

and problem solving; synthesis and evaluation (McClure n.d

       The way forward is to be more engaged in all these activities so that I will be able to practice reflection-in-

action and reflection-on-action, as just being engaged in reflection-in-action can become stale and routinized. 

Reflection on-action will prevent this as I will be involved in revisiting previous judgement in an analytical way designed

to make hidden knowledge explicit (Harrison 2012).

Re: Discussion part 2by Clover Flowerss - Monday, 16 February 2015, 1:00 AM

 Rose: This presentation is one of quality. It is encouraging to see the application of feedback in the

reflective piece. I trust you and others will see the power of exploring the literature/theories to interrogate beliefs, claims, views, decisions.  It is also an example of self correcting once feedback and observed gaps are used to improve the quality of work shared in the forum and in others areas

of practice.One recommendation I am making is that you consider the place of problem solving as a part of the

reflective process. This should entail taking strategic measures to treat gaps/limitations/undesirables and in so doing, achieve your professional development goals.

In closing, congratulations for this insightful and rich post. You should be able to help others engage in the kind of reflective writing that is conveyed in the standards of quality listed in the 

course guide. NB: There is no turning back for you now!!

CloverF

E-TUTOR FEEDBACK

Most of the artifacts in this unit shows link to task and ideas from course unit. Artifact on engagement to learning,

however shows a lower level of reflexivity

REFLECTIVE COMMENT

THEME 2Being a reflective practitioner

 Prior to going through the activities in unit 2 my answer to the question would have been a reflective practitioner. This is based on the fact that I

have been told by my co-workers that there have been some positive changes in my practice especially as it relates to accepting diversity and

treating the views of others for what they are worth without being biased, because a perspective correspond with a personal position or without giving credence because of position or power (unit 2, p. 25).

           From my own observation there has been improvement as I am now engaged in a continuous cycle of self-observation and self-

evaluation in order to understand my actions and the reaction I prompt in myself and my learners in order to improve the way I work. I am now engaged in doing a lot of reading in order to gain more insight on how

to develop the skills of critical analysis, evaluation and deep thinking of a situation or experience in order to understand it so that a solution can

be arrived at.

         

EVIDENCE OF CHANGE

However, my engagement in activity 2:2 allows me to realize that I am still in the developing process. I say developing because I had to source a

definition of the terms in order to present the definitions to the individuals. I was not even aware of the importance of checking how

comprehensive the definitions I received were or the basic elements of meaning they convey, which is essential for transferring lessons learnt. In

fact, I am now realizing that there is need to be committed to my approach to formulating definitions. This requires making a decision

about how comprehensive the definition is to be and checking to ascertain 'goodness' (unit 2, p. 66). I now realize that meaning is both a process and a product and involves the use of strategies to make sense of an

experience whether it is lived or observed. Therefore in order to reduce the gap, I have to commit myself to combining the psychological, metacognitive, cognitive models, sociological and technological to

improve my practice.

          

   By observing the image depicting transformation in activity 2:3, I am further convinced that I am only a reflective practitioner. I realize that in

order for me to be truly transformed there has to be newness in appearance which does not only showcase physical qualities but a difference in position. A truly transformed individual is one who perceives new meaning to his life, to events, to number, to interactions between people (Dazko & Sheinberg 2005). Therefore, in order to say that I am a reflective practitioner I would have to be an individual who applies the principles of reflective practice to every kind of relationship with other people. I would have a basis for judgement of my own decisions and for transformation of the organization that I belong to. In order to start the transformation process I must first admit to my limitations which

is that mindset which hinders me from having the desire to fully launch out on a journey that takes me beyond the unknown where I can challenge belief, assumptions, patterns, habits and paradigms with the aim of continually

developing and applying management theory through the lens of the system of profound knowledge (Dazko & Sheinberg 2005).  

           

Therefore, the way forward is to have the urgency to change. This begins with removing the mindset of holding on to the traditional and transitional types of changes and

embraces the transformational which will see my destination as one of continually being transformed with no end state. In addition, is to be committed, as a member of

senior leadership to new thinking; learning and actions that will result in a new system in my organization that is

flexible and moving forward.

          

  Prior to completing activity 2:4, my evidence of being a role model was based upon my awareness of some changes in mindset pertaining to my way of thinking, feelings about

circumstances, situations , relationships and overt actions that convey characteristics of the reflective practitioner. There have also been compliments regarding changes in my behaviour from co-workers. The gap identified is that I have never carried out a

meaningful research in order to get genuine feedback from individuals from various groups. The activity therefore, prompted me to start the process and my investigation revealed that I draw

on my repertoire of knowledge, skills and understanding of a situation in order to change direction and as a result operates

differently at home and among other group members.

           

The limitation however, lies in getting frustrated when the situation gets real problematic; the event is troublesome or the situation is unsettling and cannot being resolved using

standard operating procedures. The way forward is to develop the attitude of the reflective practitioner and remove obstructing feelings, examine the experience,

absorb new information as a part of a new search for better answers and more effective strategies. In addition, is to be committed to action and reconceptualize, experiment and move into the realm of theory and use new information to

develop alternate theories and begin to search for strategies (Osterman & Kottkamp 1993).

Re: Unit 2 Discussion

by Clover Flowers - Tuesday, 24 February 2015, 12:57 AM

 

Hi Rose,Thanks for sharing and for the comprehensive approach you used. There is a major concern that I am

suggesting we examine to get to the root of the matter. This relates to the typical emotional style of dealing with a

problem. Why do you get frustrated and what exactly do you mean by the term?

E-TUTOR FEEDBACK

Re: Unit 2 Discussion

by Rose Gordon - Thursday, 2 April 2015, 11:08 PM

 

Hi Miss Flowers, 

According to the online dictionary frustration means a feeling that accompanies an experience of being thwarted in attaining your goals. An assessment as to why I get frustrated shows that it's

whenever I am faced with opposition when attempting to create a change, especially as it relates to a change of the negative

behaviours of individuals that hampers the achievement of a particular goal.  This results in a feeling of annoyance especially

when I am hindered from moving forward or criticized when attempting to bring about a positive change. 

SELF CORRECT

However, by engaging in research I have learnt that if individuals are frustrated in achieving their aims, the most likely response is

aggression.  Such individuals are motivated to be aggressive towards whoever or whatever is standing in their way (Dealing with

Aggression n.d). It did not dawn on me that the term I used had such depth.  I now realize the importance of paying keen attention to

words and their meanings. By looking up the definition of this word I realize that this attitude should not be displayed by a reflective practitioner. Therefore, the way forward is to use the strategy of

taking a step back, stop what I am doing, reflect on the actions I have taken so far and try to come up with a new way of doing things

instead of becoming annoyed. In addition is to persist through the frustration and continue trying new things until I reach my goal. 

JUSTIFYING CLAIM ABOUT SELF

My interaction with the course units has allowed me to put forth the claim that I am a developing practitioner who is committed to new thinking,

learning and actions. Therefore in order to show this commitment I have taken a different approach to reflection.  This means I now place reflection as central to my response to others in an interpersonal interaction (Brad,

Frost, Kilminister, Zukas 2010).

This approach results from my commitment to absorb new information, re-conceptualize, experiment and move into the realm of theory and new

information.  By taking time out to research I have learnt that if I am to change work, reflection cannot be an individual matter.  There is the need to go beyond the independent worker or learner.  Therefore I have started to ask myself the questions:  What about those with whom I work?  Do they have a place in my theorizing about reflection?  What about the fact that I

work with others in trans-disciplinary ways?  What is the relationship between reflection and other aspects of my life which normally is not

considered in work? (Bradbury, Frost, Kilminister, Zukas 2010)

I have now turned towards a reflection that is less individualistic and with more social understanding which

involves practice itself and others implicated in practice.  In addition I have moved away from the previous concept I had

from engaging in the foundation course, that reflective practice is an individual activity that largely comprises of problem

analysis carried out alone, to the more in depth perspectives.  I now embrace the suggestions that reflective practice entails engaging in reflective activities with an interpersonal group

dynamic, whilst advocating, protecting and encouraging concepts of personal growth and even development of an inner

life quest (Bradbury, Frost, Kilminister, Zukas 2010).

             

As a result I have developed a learning relationship with others which is link with the prime educational tool of

dialogue.  Through this learning community I have been able to motivate others in order to make my task easier to lead my group across the chasm that will take them from one era to the next.  The habit of getting frustrated came

about because I was not aware of the more in depth perspectives. Therefore I did not realize that there has to be the same method of practice in all aspects of life even when the situation is confusing and problematic.  I have

learnt that in a learning community it is more about understanding your role as a leader and the requirements

of leading transformational change.  It is about taking your people across the chasm, into the "chaos of opportunity and

towards the vision of new paradigm (Sheinberg 2009).

 In fact after assessing the basic elements of the meaning of frustration; which means a feeling of being upset or

annoyed as a result of being unable to achieve something; and checking to ascertain how comprehensive it is, there  is

now a different approach both to the terms I use and my practice. The focal point of my practice now is to ensure

that  I create a profile that is not individualistic but group based.

Artifacts shows a higher level of reflexivity as the identify standards of reflective practice, that are violated  they

show link to literature and theories

REFLECTIVE COMMENT

THEME 3Learning for Life in the Context of Professional

Practice

Why would you believe someone who claims to be a lifelong learner but complains about every challenge or opportunity for learning? Why would you be described or not be described as such a person?

Lifelong learning is learning that is pursued throughout life and is flexible, diverse and available at different times and in different places.  It crosses

sectors and promotes learning beyond traditional schooling and throughout adult life.  Lifelong learning focuses on education for the future (LLCQ

2014).  This type of learning can instill creativity, initiative and responsiveness in people thereby enabling them to show adaptability in post industrial society through enhancing skills to manage uncertainty,

communicate across and within cultures, sub-cultures, families and communities and negotiate conflicts.  Therefore its emphasis is on learning to learn and the ability to keep learning for a lifetime.  Individuals engaging

in lifelong learning accept it as an active meaning making process which involves interactive dialogue or conversation with others while focusing on

the experiences especially during interaction with teens to learn from them.

PROGRESS AS LIFELONG LEARNER

Additionally such persons are constantly engaged in the reflective process in order to create an environment that inspires social interaction that lead to a

formation of a community of learners who have a place and voice and experience a sense of belonging (Unit 2, p.118). Therefore  a lifelong learner

is an Individual who seeks to understand, through investigation and continuous research, the process of learning and what it demands; shows an attitude of willingness to be engaged in learning opportunities regardless of

the situation that surrounds it especially as it relates to working collaboratively; shows commitment to personal, professional and

organizational development; demonstrates reflective and reflexive qualities; shows openness to share new ideas and willingness to work with others to

learn and to identify the need for learning for self and others especially when working collaboratively in a group setting. Such individual will display the ethical values associated with reflective practice which will guide their

behavior and actions and pattern of thinking not only at work but everywhere even in the carrying out a collaborative task that is required for

a course of study (Unit 2, p.136).

Lifelong learners therefore practice critical self and communal reflection for, during, in and on action overall.  A lifelong learner is characterized by

his capacity to respond flexibly to changing circumstances to learn throughout a career and to integrate theory and practice to deal capably with previously unmet situations.  Such person embraces learning in a

variety of formal, informal and opportunistic settings (Bath & Smith n.d.).  Therefore based on all that has been learnt of such individual it would be difficult to believe one who says they are a lifelong learner and complains constantly about the challenges faced especially when working in a group setting instead of working with members to find solutions to these.  It is

also difficult to believe those who complain that tasks should only be done on an individual basis instead of collaboratively when such learner is characterized as one who works collaboratively in a group setting to

change self, others and the organization.  Overall it is difficult to believe a person who complains about every challenge or opportunity for learning such practice is contrary to the characteristics of a lifelong learner and

reflective practice.

I would describe myself as a lifelong learner because I was not cognizant of the definition for a lifelong learner.  However I

demonstrated my willingness to keep learning by examining the online resources.  As a result I came with the definition that

lifelong is learning that goes beyond that age where individuals are educated in a formal or institutional setting.  It is learning where individuals seek to bring their knowledge up-to-date to

keep with the changing society.  I believe that a lifelong learner demonstrates that learning is achieved through changes in

behavior that are evident to the observer.  These changes allow an individual to put forward   contributions for the development

of others, the organization and the society at large. These contributions are put forward without abuse of power when

placed in a leadership position. 

Therefore I would describe myself as a lifelong learner not only based on the attitude of engaging in constant professional development formally

and informally but by the characteristics I display. During the collaborative task I used my leadership power during the learning process

of the collaborative task to guide the brainstorming process so that all members could make quality contribution for the development of all members of the group.   I am aware of this because of the feedback I

received from other group members after the collaborative experience.  I also showed openness during the group task to share new ideas and

demonstrated willingness to work along with others in order to learn for myself and other members of the group.  These attitudes are now

practiced more in all other spheres of interaction.  Based on feedback from group members I realized that I demonstrated respect and concern

for self and others; demonstrated sensitivity and work with others through the acknowledging and contributing of ideas.  Overall I am willing to

accept and seek new challenges in learning whether through formal, non formal or informal environments.

I am being prepared as I was made to understand through the readings in unit 3 that as leader of the group I should attend to the obstacles to the group's learning like a referee.  I also learnt that I

should serve as the guide who helps in mapping the pathway of learning.  In addition I was made aware that I am a co-learner in the process and therefore I should not only expect others to listen to my ideas but I should be prepared to learn from others also.  I was also

made aware of the importance of creating and sustaining an environment which inspires interpersonal communication. I learnt that if I build this type of environment I would be able to guard against the forces of power and status that can impede development and learning of the group.  Overall I was made aware of the barriers and obstacles

to learning which could include personal, cultural, technological, social and psychological.  I was further enlightened as to the way

forward which was to identify blind spots and create an action plan to help me to overcome these barriers.

The readings in Unit 2, especially those on the more in-depth perspectives of reflective practice, was a way of

preparing me as these perspectives allowed me to see the importance of collaborative approach to goal achievement. 

I was made aware of the importance of engaging in reflective practice as a communal focus rather than a

personal or self focused (Unit 2. p.8).

All these charted the way forward for me as I made preparations for our task.

Re: unit 3

by Rose Gordon - Tuesday, 31 March 2015, 10:52 PM

 

Hi Nadia

I am of the belief that a lifelong learner especially one who accepts the principles of a reflective practice is one who accepts every challenge or opportunity for learning especially when it places them in a situation where they are able to gain new information that will help them to successful cope in a changing society.  Therefore if someone complains about every

challenge and opportunity for learning then it is difficult to believe that such person is a lifelong learner.  Lifelong learning offers people the opportunity to bring up to date their

knowledge of activities which they had either previously laid aside or always try out activities and pursuits that they had previously imagine were outside of their time or

competence; or to work at extending their intellectual honours by seeking to understand and master some of the recent cognitive advances that have transformed their worlds (Aspin &

Chapman 2001).

Therefore lifelong learners not only accept these opportunities that lifelong learning offers but also demonstrated such trait as accepting and seeking new challenges in learning

because they are self directed learners.  Such learners are complex thinkers who demonstrate creative thought; construct meaning, solve problems, make and evaluate

decisions using a variety of thinking strategies (Lifelong Learner Traits 2004).

SHARING WITH PEERS

Artifacts are reflective in nature, show links to task, literature and observation of gaps

REFLECTIVE COMMENT

THEME 4Reflective Practice in Team-Based Learning

Contexts

What ideas can you integrate from the activities done so far to prepare for quality life in group settings?

            The idea of collaboration in order to put together ideas about a learning situation that one created or experienced face to face to get feedback from

others is one that could be integrated into a group setting in order to prepare for quality life in such a setting.  The type of collaborating which encourages

brainstorming to get the ideas brings people together into the creative process and increases the social nature of the task (Berkeen 2004).

            In addition is the idea of incorporating BISC in the process of reflection for action before attempting the task.  The application of BISC helps individuals

to properly self assess to determine how prepared they are in terms of prior knowledge, skills and attitudes and in the selection of suitable material

resources (Unit 1p.5).  The self assessment that this requires helps individuals to identify behaviours that will hinder the group or team from successfully

achieving the intended goal.  As a result individuals will be able to put together a plan of action in order to deal with these so that the group will be successful.

          

PREPARING FOR GROUP WORK

  Another idea that I could integrate from the activities in order to prepare for quality life in a group setting is that of engaging in the process of reflection on action.  The integration of this process is

necessary as it will form the important link between processing the new information and integrating it with the existing understanding of the world around.  It has the ability to help learners in the group

to clarify thoughts to gain insights and to deepen their understanding of information that they receive (Ong n.d.).

            The idea of reflecting as depicted in activity 4:4 allows for not merely self evaluation but assessment from the observer.  Team characteristics which highlights the importance of team members

sharing and understanding their common goals is another idea that could be incorporated in order to prepare for quality life in the

group.  This will not only help individuals to develop personally. but act as glue that holds the group together.

PREPARING FOR GROUP WORK

Re: Collaborative Life as a Learner

by Clover Flowers - Sunday, 5 April 2015, 7:06 AM

 

Rose: Do accept commendation for your attitude to your work. This is seen in your timely response to the tasks and your consistent effort to be more strategic in your approach to tasks since you

have started to use feedback. This is seen in the following ways: 

(1) Integrating some of the principles for quality post (linking to the task, connecting to literature, pulling on ideas from the course

material). 

(2) Recognizing the contribution of the work of others to your development.

(3) Engaging in task analysis

E-TUTOR FEEDBACK

These are featured in this response which you can extend by using the principles to look at yourself as a leader and learner to

determine strides you are making to grow/develop personally and/or professionally. Where you see an area to be worked on, by sharing in a way that is safe, we can exchange ideas about

steps to take. 

On another note, this discussion should have been completed before you did the collaborative task as it was intended to

prepare everyone for that process. As a consequence, the item points to what you can or could do. Now that you have

completed the collaborative task, you can be reflective in using the experience with the group you led to inform your response. Consider these questions to see what your response would be

like if taken from the perspective of the leader of a team. 

(1) What is noteworthy and what concerns do your reflective thoughts bring to the fore and what is your response to these moments? 

(2) What principles of team/collaborative learning did your team use that were easy/difficult to apply? (3) How did you cope with

challenges (uncertainty/misunderstandings/puzzlements etc.)?

(3) What did you learn about yourself?

(4) What did you learn about team members that you could use to affirm them and to validate the thoughts they took to the process?

(5) What new principles did you learn about teamwork ? 

Note that I am looking froward to your answer to each question. Continue the journey.

Regards

CloverF

Re: Collaborative Life as a Learner

by Rose Gordon - Monday, 6 April 2015, 8:36 PM

 

What is noteworthy and what concerns do your reflective thoughts bring to fore and what is your response to these moments?

Prior to engaging into our collaborative task, as a team we engaged in a series of reflection on our past experiences from working in groups and the learning environment of the

foundation of reflective practice EDLM1002. From these reflections it was noticed that the discourse about these environments was more focused on the physical rather than the

learning that should take place which was cause for concern. This learning should be based on learning from the experiences in order to gain new insights and ideas that would propel

the way forward in the future, as it relates to solutions to problems and overcoming barriers and obstacles to learning in the different context. Instead the focus was more on how messy,

confusing, unpleasant and unprofitable the environment was as it relates to reaching the goal of becoming a reflective practitioner. Therefore as the leader, I had to ensure that as a

team, we understood the principles of reflective practice and revisit the more in depth perspectives of reflective practice in order to change the focus of the team, to one that is on

core values, learning, change, development and supportive conditions for collaborative problem solving (Unit 4.p177)

.

RESPONSE TO E-TUTOR

In spite of this, it was remarkable to realize that as we embarked on the task, team members were willing to

integrate their preferred perspective of reflection with that of the team. It is through this attitude we were able to effectively negotiate in order to reach a decision on a

common goal which was to be transformed at the end of the process instead of that of merely getting a good grade.

Team members were also willing to share information and knowledge and assume their responsibilities. This allowed me to seize the opportunity to encourage team members to

build relationships via other social media in order to increase positive communication, raise morale, empower

team members and encouraged bonding. This was to allow us to learn more about each other interest, skills, expertise

and background

What principles of team/collaborative learning did your team use that was easy/difficult to apply? How did you cope with challenges/uncertainty/misunderstanding/puzzlement etc?

During the collaborative task, the sharing of ideas and responding to others to improve thinking and deepen understanding was one principle of collaborative learning that was easy to apply. In addition there was that of positive interdependence where it was perceived that team members

needed each other in order to complete the group's task.

This allowed for the establishing of mutual goals and the promotion of each other's learning by helping and encouraging efforts to learn.

However the principle of doing in depth outside reading and give in depth feedback on the team assignment in a specified time was one principle that proved difficult to apply although efforts were done to do so. This proved difficult because members were faced with various setbacks,

emotional and physical challenges.

Another principle that was difficult to apply was that of establishing guidelines for mutual engagement and the communicating of actions and outcomes in order to encourage accountability. In order to cope with the challenges, I had to first show empathy for those who had challenges and

apply the ethics of care as a means of enhancing the development of the other members. In addition I had to continuously check progress, collaborative with members to give new insights on task based on what was gained from resources and experts in the area and make changes where

necessary.  As leader I had to take the responsibility for empowering and supporting the life of the team. Therefore I had to lead by example and commit myself to researching information and

engage in collaborative reflections to improve measures for achieving communal goals.

What did you learn about yourself?

This collaborative task has allowed me to learn some interesting things about myself. I realize that I have made great strides as it relates to when I

started the foundations of reflective practice course has been marked improvement in the area of social skills such as collaboration, negotiation,

communication; intellectual skills such as the manipulation of technological skills such as the manipulation of technological tools to produce and use

required processes, moral and ethical qualities such as integrity, and ethic of care, I have also come to realize that there is need in the future to

develop the attitude of establishing guidelines for mutual engagement and outcomes to encourage accountability. Therefore the way forward is to develop an action plan in order to make the necessary adjustments to

ensure optimum success. As a leader and teacher it is therefore necessary to research the skills and tools that are required to create a strategic plan. In addition, I have to ensure the formulation, execution and accountability of the strategic performance of each team members' plans and initiatives

(Mead n.d.)

What did you learn about team members that you could use to affirm them and to validate the thoughts they took the process?

One important thing I have learnt about my team members is that they were not only willing to fulfill their responsibility, but also gave serious thought about their

roles, objectives and the task. They displayed the ethic of care when other members were faced with challenges. In the case of Ronnie and Travia who were

faced with physical and emotional challenges, kamla and Vidya showed willingness to assist them in order for us to successfully complete the task. Team members were willing to be engaged in collaborative reflections in order to improve their

measures for achieving personal and communal goals. They demonstrated maturity as they were willing accept the attitudes and behaviours found that hindered

collaborative learning in the past. As a result they showed respect to each other as they performed their various roles and responsibilities. They were able to take an

open minded and respectful approach to the brainstorming of idea process as it was channeled by my efforts. The overall focus of the members was more on communal achievement. This was what led members to fill the gaps for those members who had challenges. In situations where there were misunderstandings members were

willing to reflect and resolve problems without or discrepancies that led to unnecessary arguments.

What new principles did you learn about teamwork?

One such principle is that of group processing where the leader monitors the group and give feedback as to how will the members

are working together to the group's success. Therefore the way forward is to ensure that this is done whenever I work as a leader in a group setting and whenever I give my students group tasks.

Another principle is that of accountability for contributing to the team. This is significant as it ensures that there is high quality team performance. Therefore the way forward is to ensure that I develop

an effective system to assess the team's performance. One such system is to do peer assessment, as team members are typically the

only ones who have enough information to accurately assess one another's contribution (Michaelsen n.d)       

Artifacts shows connections with theories and literature and ideas from course units.

REFLECTIVE COMMENT

THEME 5Becoming a Reflexive Practitioner

Of all the activities you have done for this unit, which one impacted you the most and why.

Use examples and references theories to support your answer

The activity that impacted me most was activity 5:4 which required me to identify categories of barriers to reflexive

practice.  It is really amazing how much this activity brings out as it relates to barriers to community of practice.  These barriers include the political, cultural, psychological.  By exploring what

these barriers entail I realized that when team members embraced such beliefs as each person must do the part assigned

and corporate to get the work done, flexibility is stifled and collaboration through collective co-labouring is inhibited. 

REMARKABLE CHANGE

Additionally it is realized that if there is no set agreed on guidelines for operating based on core values there can be a hindrance to the team

performing as reflective practitioners.   Therefore this tells me that I will have to now ensure that collaboration through collective co-labouring is done in my learning communities in order to ensure that learning about

other aspect  that require application of knowledge from other discipline is the focus of the learning community. I will also have to ensure that there

are set agreed upon guidelines for operating based on core values (unit 2, 247). These guidelines provide the frame work for why working as a team

is important, task roles and roles in the group which emphasizes important behaviours in effective team (Monash University n.d.). The more clearly guidelines are defined especially as it relates to task roles the better the chosen member will be able to perform the task.  When a team has the

right mix of tasks that are well differentiated and integrated group members develop a sense of  cohesion and team spirit, and each can see

where their particular role fits with the objectives of the group as a whole (Monash University n.d.).

This activity has increased my capacity as such that I am now aware that groups pass through a sequence of five stages which are defined as the forming, storming, norming, performing and

mourning.  I now realize that each stage depends on an important factor which is leadership.  I am also cognizant of the fact that

many groups do not develop beyond the storming stage because they lack the ability to listen to each other and find mutually

acceptable resolutions to major issues.  This tells me I have to ensure that whenever I am formally appointed as leader in a group I must be an effective leader who focuses on the group resources to solve problems (Monash University n.d.). By so

doing I will allow the team to reach the performing stage where it can establish its interpersonal norms and become an entity

capable of diagnosing and solving problems and make decisions.

 The activity has also allowed me to gain more insight on the value of reflection before action, during action and after

action.  I now realize that this is the only way one can examine their nature of practice in a learning community or

team of which you are a member.  The fact that reflection involves reliving and rerendering to determine who said what

and did what, how, when and where allows for those in the learning community to gain insight about something not

noticed in time and to pinpoint when the detail was missed.  It allows for examination of scenarios from as many angles as

possible especially as it relates to people, relationships, place, timing, chronological casualty and connections in order to make situation and people more comprehensible (Bolton

2009).

Therefore I will now have to ensure that I make reflection a critical element of team learning in all learning

communities as individuals need to get beyond the notion that to reflect is self indulgent or painfully critically

thinking about ourselves.  As learners in our learning community it is helpful to reflect in order to locate the

white pawn which is me, clearly, boldly and critically within the four-dimensional chess game of our life and work

(Bolton 2009).  As practitioners we need to take responsibility for our actions and values and our share of

responsibility for the political, social and cultural situations within which we live and work.

           

 Most importantly it allows me to ask myself questions as to how dedicated I am to the development of reflexive practice.  In my

search for answers I found that there is still need to provide the opportunity for those in the learning community to find ways to pool the available resources within the community through sponsorship

or partnering with others.  Therefore the way forward is to help team members to develop the attitude, skills and knowledge needed

to solicit external support especially from other groups to compensate for the lack of resources in specific areas (unit 5,

249). In addition it has increased my awareness of the importance of encouraging and ensuring that we develop the attitude of through

the mirror writing as this enables not only reflection but reflexivity.  To be reflexive allows us to examine how we seemingly, unwittingly are involved in creating social or professional structures counter to

our values.

Therefore for the future, I must ensure that in my learning community this type of writing is encouraged as it allows us

to become aware of the limits of our knowledge and how our own behavior plays into organizational practices and why such practices might marginalize groups or exclude individuals.  By so doing we will recognize how active we are in shaping our surroundings, and begin critically to take circumstances and relationships into consideration rather than merely reacting to them and help review and

revise ethical ways of being and relating.

Re: Rationale for Choice

by Clover Flowers - Sunday, 26 April 2015, 7:32 AM 

Rose: Your response shows that you examined self and made some decisions. I trust you will be able to follow

through on your plans. You must experiment with some of the ideas you get from the readings/theories. One skill and

attitude that grabbed my attention from your work is that of listening. Are you a reflective listener?

E-TUTOR FEEDBACK

Re: Rationale for Choice

by Rose Gordon - Tuesday, 28 April 2015, 11:50 PM

 

Are You A Reflective Listener?

 By watching the video clip Motivation Interviewing, I realized that the reflective listener tried to clarify and restate what the person was saying. He tried to

understand the feelings contained in what the other person was saying and not just the facts and ideas. This brings me back to the situation where I carried out a

similar process in dealing with Kamla's situation without even knowing that this is the process used by a reflective listener. In fact, I was not so familiar with the

terminology reflective listening. I was however able to respond to her with acceptance and empathy instead of indifference, cold objectivity or fake concern. I must admit  that the behaviours I displayed during this time was as a result of my interactions with the readings on the different theories of reflective practice done during the course Foundation of Reflective Practice and this one. I have therefore

been practicing these principles of reflective practice which have allowed me to be able to understand the recipient of help from the recipient internal frame of

reference rather than my preferences.

RESPONSE TO E-TUTOR

By looking back I now realize that there were some principles of reflective listening that I portrayed during the situation, because I did

not only do more listening than talking but responded to what was personal rather than to what was impersonal, distant or abstract. As a result I was able to get Kamla to remain at the personal level while we explore further aspects of her experience. This resulted in her being

able to improve her understanding of the situation and develop a more realistic and active approach into solving the problems she

encountered. By reflecting on the question asked I now realize that there is a lot of work to be done as reflective listening must become a central and continuous part of my practice. I am now fully aware of the dangers associated with reflective listening, especially that of

stereotyped reactions which falls into my limitations list. My completion of the little quiz allowed me to be more cognizant of the

type of responses that represents reflective listening. I have therefore chosen the responses:

·You were discouraged when Joyce did not listen?

·You're worried people will think you are a slacker?

Therefore the way forward is to ensure that I practice the technique of reflection consistently in order to develop the principles of reflective listening especially since I am now exposed to all that it entails. I will now have to ensure that I adopt the "therapist's hypothesis” and hold the belief that

the capacity for self-insight, problem-solving and growth resides primarily in the speaker. (Fisher n.d)

I am happy that I could be a source of help and inspiration to Kamla. 

Artifacts identifies core values of reflective practice being observed and point out rich insights that are valuable

REFLECTIVE COMMENT

Reflection is a way in which professional bridge the theory –practice gap. Reflection enables one to uncover knowledge in and on action . Practitioner develop practical knowledge and working intelligence as they make sense of their work

in theoretical ways. Reflection raises awareness that enlivens and charges practice. (Deutsch & Sherwood Freshwater, 2005). Evidence suggests that reflection

benefits learning by integrating theory and practice. It also shows that it promotes intellectual growth because it is

cyclical rather than linear. It also develops skills that make practitioners more confident. (Duetsch, Freshwater &

Sherwood 2005) . Reflection on action is retrospective and allow practitioners to recount an event in order to discover

the knowledge used by analyzing and interpreting the information recalled.

EQUATING REFLECTIVE PRACTICE WITH

PROFESSIONAL PRACTICE

The primary benefit of reflective practice for teachers is a deeper understanding of their own teaching style and ultimately greater effectiveness as a teacher . Other

specific benefits include the validation of a teacher’s ideals, beneficial challenges to tradition, the recognition of

teaching as artistry and respect for diversity in applying theory to classroom practice. Reflecting on teaching is

frequently cited as a fundamental practice for personal and professional growth. Although for many it remains a slightly

woolly, abstract concept with no real practical benefit. Because there is no teaching template, competent

academics continually reflect on their teaching, critically analyzing and evaluating their own practices, taking the

opportunity to learn from each teaching session. (Surgenor2011)

Through reflection, teachers are made aware of the theory and motives behind their own teaching, reflect on this and take deliberate steps to develop.

Reflecting at this point will result in pulling practitioner out of “auto pilot” causing them to focus on some part of their teaching (Surgenor 2011). Since we

rarely have full awareness of what we are doing and since we frequently misread how others perceive our actions, an uncritical stance towards our

practice sets us up for a lifetime of frustrations. Our inability to control what looks like chaos becomes, to our eyes, evidence of our incompetence

(Brookefield 1995). In order to break the vicious cycle of blame and innocence is the main reason why I should develop the habit of critical reflection as it is crucial for survival. Although a critical reflective stance might not win us a

teachers easy promotion or friends, it helps us to avoid feelings depressed when their democratic and respectful behaviour towards students and colleagues are interpreted as manipulative and aloof. It also increases our chance of survival in the classroom with enough sense of purpose to have some real effective impact on those they teach. By being committed to critical reflection will help me as a teacher to constantly research how my students perceive my use of experiential

methods such as journals, portfolios and logs.

MY INVOLVEMENT IN THE TEAM BASED COMMUNITY

Benefits of Collaborative Learning

Collaborative Learning allowed for me to take full responsibility for working together, building knowledge together, changing and

evolving together and to improve together. The fact that we were actively engaged in debating and negotiating ideas within our learning community increased my interest in learning and encouraged me to become a critical thinker and a reflective

leader. This type of learning allowed for me to realize my strengths which lie in assisting others in solving problems,

building relationships through teamwork, making connection between an event and my knowledge, combining various

resources to enhance learning, critically analyze the different description of terminologies and using reflection as a means of

learning.

COLLABORATIVE LEARNING

SHOWING EMPATHY AND ETHICS OF CARE

e-tutor presentation-a must read

by Rose Gordon - Monday, 2 March 2015, 3:36 PM

 

Hi group members,

It is of vital importance that you read this presentation as it is a guide to successfully achieving our objectives of becoming New Era Reflectors.Remember to go back

through the perspectives of reflective practice in unit 1 and keep working to complete the activities we discussed when

we met.Remember our theme "If you believe it you can achieve it"

Re: e-tutor presentation-a must read

by Vidya Baron Dookheran - Tuesday, 3 March 2015, 10:03 PM

 

Noted Rose!

Re: e-tutor presentation-a must read

by Clover Flowers - Thursday, 5 March 2015, 12:17 AM

 

Rose: Continue to lead and in doing so, live the reflective-reflexive life.

CloverF

 

Re: e-tutor presentation-a must read

by Ronnie - Thursday, 5 March 2015, 8:59 AM

 

Sure thing Rose.

I have already started re reading. I think that our session has given me some serious motivation. I feel more

comfortable now Rose. Many thanks to you and continue to direct us even as we work together to make it to the end.

Re: e-tutor presentation-a must read

by Travia Tyson - Friday, 6 March 2015, 1:15 AM

 

Hi Rose

Thanks for the heads up. I believe we have chosen a great leader for our group. Since we have began meeting I have

gotten a better perspective of this course.

I look forward to successfully completing this journey with you and my other group members.

Regards

Travia

Re: e-tutor presentation-a must read

by Kamla - Sunday, 8 March 2015, 1:36 PM

 

Hi Rose

Thanks for the encouragement! I like working with you guys!

MY INVOLVEMENT IN THE TEAM BASED COMMUNITY

ENGAGEMENT IN MEETING

My final assessment of creating a portfolio summarizing everything I had learned and would need to demonstrate in

my future practice as it relates to reflective practice. It shows my strengths of writing reflexively and working

effectively in a team based learning community. It has given a variety of examples of situations in which principles of

reflective practices have been exhibited. This background shows that I will be able to provide a supportive

environment that will facilitate reflection not only in students learning but as an outgoing strategy to improve

practice.

CONCLUSION

Aspin D & Chapman J. (2001) Lifelong learning: concepts, theories and values

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Bath M.D. & Smith D. C. (n.d.) The relationship between Epistemological beliefs and lifelong leaning

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Berkeen S. (2004)How to run a brainstorming meeting

Retrieved from: scottberkun.com/essay/34-how-to-run-a-brainstorming-meeting

Bolton G. (2009) Reflective and Reflexivity: What and Why

Retrieved from: www,uk.sagepub.com/upm-data/32441_01_Bolton_3e_ch_01.pdf

Bradbury H., Frost N., Kilminister S., Zukas M. (2010) Beyond Reflective Practice: New Approaches to Professional Lifelong Learning

                 Retrieved from: https://books.google.com.jm/bods?ld=kynyfUwvXWEC&pg=beyond+reflective+practice+roufledge&source=bl&ots=7t16Sys8NZ&Sig=ixnKY3xl

REFERENCE

Davis A. & Mahieu L.P.

Assessment for learning: Reconsidering Portfolios and Research Evidence

Retrieved from: electronicportfolios.org/af1;Davies%26LeMahieu.pdf

 

Daszko M & Sheinberg (2005)

Survival is optional

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Harrison J. (2002) Chapter 1 - Professional Learning and the Reflective Practitioner:

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Jewel M, Marczak M. & Horn M. (n.d.)

The use of Portfolio Assessment in Evaluation

Retrieved from: methodenpool.un1-koeln.de/portfolio/use%20OF%20PORTFOLIOS%20IN%20EVALUATION.htm

 

Keltner D. (2007)

The Power Paradox

Retrieved from: greatergood.berkley.edu/article/item/power_paradox

LLCQ (2014) What is Lifelong learning?

Retrieved from: www.org.au/01/cmc/details.asp?ID=12

McClure P. (n.d) Reflection on Practice:

Retrieved fromc.w.routledge.com/textbooks/9780415537902/data/learning/8_Reflection%20Practice.pdf

Monarch University (n.d.) Learning effectively though group work

Retrieved from: www.eng.monarch.edu.au/current-students/download/groupwork.pdf

Ong R. (n.d.)The role of reflection in student learning: a study of its effectiveness in complementary problems and learning environments

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Osterman F.K. & Kottkamp B.K. (1993)

Reflective Practice foe Educators

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Reflection (n.d)

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Sheinberg S. (2009) Leading Transformation

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Teaching and Learning Portfolios (n.d.)

Thoughtfully Presenting yourself for a successful faculty career

Retrieved from: delta.wise.edu/certificate/portfolio_guidebook.pdf

 

Unit 1 (2014). Reframing Personal Perspective of Reflective Practice.

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Unit 2 (2015). Being a Reflective Practitioner: The Identity Issue.

Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/49086/mod_resource/content/7/EDLM2008_Unit%202_final.pdf

e/content/8/EDLM2008%20

Unit 3Learning for Lifelong in the context of Professional Practice.

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Unit%201-FINAL.pdf

Unit 4 Reflective Practice in Team-Based Learning Contexts. Retrieved fromhttp://2014.tle.courses.open.uwi.edu/pluginfile.php/49104/mod_resource/content/6/EDLM2008%20Unit%204-March14.pdf

Unit 5 Unit 5 Becoming a Reflective Practitioner

            Retrieved from

http://2014.tle.courses.open.uwi.edu/pluginfile.php/49114/mod_resource/content/6/EDLM2008%20Unit%205%20%E2%80%93%20draft%20%281%29.pdf