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Aiou Solved Assignments code 8611 Autumn 2019 assignments 1 and 2 Critical Thinking and Reflective Practices (8611) spring 2019. aiou past papers.
AIOU Solved Assignments 1 & 2 Code 8611 Autumn 2019
Critical Thinking and Reflective Practices (8611)
B. Ed (2/5, 1/5 Years)
Spring, 2019
ASSIGNMENT No. 01
B. Ed (2/5, 1/5 Years)
Spring, 2019
ASSIGNMENT No. 01
Q.1 Whyto you think critically thinking is important for teachers and learning’s intwenty century?
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Answer:
Today,critical thinking is considered as one of the most important skills for careersuccess and an essential component of life in the information age.
Academia,business and policy makers all concur on its importance. The USA-basedPartnership for 21st Century Skills (P21) organization and the AmericanManagement Association list it as a key 21st century skill “expected to becomeeven more important in the future.”
Inthe context of the UAE and the national agenda, it gains even more importanceas ensuring students are equipped with critical thinking skills is primordialto achieving a competitive knowledge based economy.
Criticalthinking has been identified as a key skill to foster innovation. Researchshows that critical thinking and creativity are correlated. Critical thinkingtraining is becoming common practice in the workplace to help developemployees’ innovation skills.
It isa required building block for a STEM education. Subjects in the STEM curriculumteach students how to think critically and how to solve problems — skills thatcan be used throughout life to help them get through tough times and takeadvantage of opportunities whenever they appear.
Onboth accounts, critical thinking is key to the fulfillment of the UAE’saspiration outlined in the Vision 2021 that “science, technology and innovationbecome the real drivers for sustainable socio-economic development” andtangible goals outlined in the recently launched Science, Technology andInnovation (STI) policy. In fact, it permeates many of the strategic sectorsand focus areas outlined in the policy.
Inthis context, critical thinking becomes more than a skill; it’s a mindset,often requiring a culture shift. For us educators, we recognize that is easierto create a culture rather than shift it. Therefore, we believe that nurturingcritical thinking from a young age at school is essential for it to become aconstructive, life-long habit.
Oneeducational system that has adopted critical thinking as an essential part ofits curriculum and teaching method is progressive education.
It isa system that relies on active learning methods for children, starting from avery young age. It provides a framework for the learning and teaching methodsthat can encourage critical and independent thinking in children andfacilitates the process of learning in students. Leading educators agree that acurriculum aimed at building thinking skills would benefit not only theindividual learner but also the community, and society at large.
Againstthis new paradigm, the role of education, teachers and students inevitably mustchange. Today the role of the teacher in a progressive environment is very muchdifferent to that in a traditional classroom. Teachers need to move fromprimarily being the information keeper and information dispenser to being anenabler of learning where knowledge is co-constructed with the student.
Teacherswill become facilitators, guides, mentors, sources and resources that supportchildren in acquiring independent thinking and ‘learning for life’, stemmingfrom the unique blend of traditional and experiential learning that progressiveeducation offers.
AtClarion, the only school to date offering progressive education in the UAE, ourteachers have the benefit of experience with and education from the world’sleader in progressive education, the NY-based Bank Street. In recognition ofthe increasing importance of progressive education, Bank Street has been taskedby the US Department of Education to guide the development of the curricula ofschools around the United States to equip the students with the optimaleducation to prepare them for STEM-based and other priority 21st centurycareers.
Empoweredwith the right education and values, children who grow up in the UAE have anopportunity to become truly global citizens and role models to children allover the world.
Aseducators, it is our responsibility to ignite in them a natural curiosity forthe world around them, the confidence to develop their independence of thinkingand harness their joy for learning. It’s a gift they will carry with themthroughout their entire lives and one that will serve them well as they growinto the leaders, innovators, scientists and shapers of tomorrow.
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AIOU Solved Assignments 1 Code 8611 Autumn 2019
AIOU Solved Assignments Code 8611
Q.2 Howcan you apply any one of the theories of critically thinking in the elementaryclassroom of Pakistan? Give a specific example.
Answer:
CriticalTheory (or “social Critical Theory”) is a school of thought thatstresses the reflective assessment and critique of society and culture byapplying knowledge from the social sciences and the humanities. As a term,Critical Theory has two meanings with different origins and histories: thefirst originated in sociology and the second originated in literary criticism,whereby it is used and applied as an umbrella term that can describe a theoryfounded upon critique; thus, the theorist Max Horkheimer described a theory ascritical insofar as it seeks “to liberate human beings from thecircumstances that enslave them”.
Insociology and political philosophy, the term Critical Theory describes theneo-Marxist philosophy of the Frankfurt School, which was developed in Germanyin the 1930s. This use of the term requires proper noun capitalization, whereas“a critical theory” or “a critical social theory” may havesimilar elements of thought, but not stress its intellectual lineagespecifically to the Franfurt School. Frankfurt School theorists drew on thecritical methods of Karl Marx and Sigmund Freud. Critical Theory maintains thatideology is the principal obstacle to human liberation. Critical Theory wasestablished as a school of thought primarily by the Frankfurt Schooltheoreticians Herbert Marcuse, Theodor Adorno, Max Horkheimer, Walter Benjamin,and Erich Fromm. Modern Critical Theory has additionally been influenced byGyörgy Lukács and Antonio Gramsci, as well as the second generation FrankfurtSchool scholars, notably Jürgen Habermas. In Habermas’s work, Critical Theorytranscended its theoretical roots in German idealism, and progressed closer toAmerican pragmatism. Concern for social “base and superstructure” isone of the remaining Marxist philosophical concepts in much of contemporaryCritical Theory.
Whilecritical theorists have been frequently defined as Marxist intellectuals, theirtendency to denounce some Marxist concepts and to combine Marxian analysis withother sociological and philosophical traditions has resulted in accusations ofrevisionism by Classical, Orthodox, and Analytical Marxists, and by Marxist-Leninistphilosophers. Martin Jay has stated that the first generation of CriticalTheory is best understood as not promoting a specific philosophical agenda or aspecific ideology, but as “a gadfly of other systems”.
CRITICALTHEORY AND EDUCATION
Thoughrelatively few educators–including educational technologists–appear toconcern themselves directly with critical theory (McLaren, 1994a), a number ofinfluential educators are pursuing the theory in one or more of its currentmanifestations. Henry Giroux and Peter McLaren are among the best known oftoday’s critical theorists, and we find critical theorists working across aspectrum of intellectual frames: postmodernism (Peters, 1995); criticalpedagogy (Kanpol, 1994); power (Apple, 1993; Cherryholmes, 1988); teaching(Beyer, 1986; Gibson, 1986; Henricksen & Morgan, 1990; Simon, 1992; Weiler& Mitchell, 1992); curriculum (Apple, 1990; Giroux, Penna & Pinar,1981; Beyer & Apple, 1988; Pinar, 1988; Castenell & Pinar, 1993);feminist pedagogies (Ellsworth, 1989a; Lather, 1991; Luke & Gore, 1992);teacher education (Sprague, 1992); mass media/communications studies (Hardt,1993); vocational-technical studies (Davis, 1991); research summaries aboutcritical theory (Ewert, 1991); and research using methods of the criticalsciences (Carr & Kemmis, 1986; Grumet, 1992).
Atleast two publications attend in depth to Habermasian critical theory ineducation. Ewert (1991) has written a comprehensive analysis of therelationships of Habermasian critical theory to education, and in A CriticalTheory of Education, Young (1990) tries to present a rather complete picture ofHabermas’s critical theory and its relations to education. Young says thatcritical theorists believe that extreme rationalization has lent itself to thefurther development of an alienated culture of manipulation. In the science ofeducation, this led to a view of pedagogy as manipulation, while curriculum wasdivided into value-free subjects and value-based subjects where values werelocated decisionistically. The older view of pedagogy as a moral/ethical andpractical art was abandoned (p. 20).
Young(1990) further points out that Habermas and other critical theorists believethat:
Weare on the threshold of a learning level characterised by the personal maturityof the decentered ego and by open, reflexive communication which fostersdemocratic participation and responsibility for all. We fall short of thisbecause of the one-sided development of our rational capacity for understanding(p. 23).
Anotherseminal thinker who is responsible for several notions of critical theory ineducation is Paulo Freire. Freire’s work, especially Pedagogy of the Oppressed(Freire, 1969), has been very influential in critical-education circles:
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Freire’sproject of democratic dialogue is attuned to the concrete operations of power(in and out of the classroom) and grounded in the painful yet empoweringprocess of conscientization. This process embraces a critical demystifyingmoment in which structures of domination are laid bare and political engagementis imperative. This unique fusion of social theory, moral outrage, andpolitical praxis constitutes a kind of pedagogical politics of conversation inwhich objects of history constitute themselves as active subjects of history*ready to make a fundamental difference in the quality of the lives theyindividually and collectively live. Freire’s genius is to explicate … andexemplify … the dynamics of this process of how ordinary people can and domake history in how they think, feel, act, and love (West, 1993, p. xiii).
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AIOU Solved Assignments 2 Code 8611 Autumn 2019
AIOU Solved Assignments Code 8611
Q.3 Elaborateany three strategies of developing critical classroom interaction, which is thebest among these in your opinion
Answer:
Teaching criticalthinking skills is a necessity with our students because they’re crucialfor living life. As such, every teacher is looking for exciting ways tointegrate it into classrooms. However, what exactly are these skills, and whatare some of the best strategies teachers can use for teaching them?
Thinkingcritically is more than just thinking clearly or rationally; it’s aboutthinking independently. It means formulating your own opinions and drawingyour conclusions regardless of outside influence. It’s about the discipline ofanalysis and seeing the connections between ideas, and being wide open to otherviewpoints and opinions.
Youcan use these techniques for teaching critical thinking skills in every lessonand subject. Get creative and find different ways to incorporate them into yourteaching practices.
1.BEGIN WITH A QUESTION
Startingwith a question is the most straightforward foray into the subject. What do youwant to explore and discuss? It shouldn’t be a question you can answer with a‘yes’ or a ‘no.’ You want to develop essential questions here, onesthat inspire a quest for knowledge and problem-solving. They’ll support thedevelopment of critical thinking skills beautifully.
Whenyou pose your question to students, encourage brainstorming. Write downpossible answers on a chalkboard or oversized pad as a student reference.Having open discussions with students is a big part of defining the problem inSolution Fluency.
2.CREATE A FOUNDATION
Studentscannot think critically if they do not have the information theyneed. Begin any exercise with a review of related data which ensures theycan recall facts pertinent to the topic. These may stem from things like:
- reading assignments and other homework
- previous lessons or exercises
- a video or text
3.CONSULT THE CLASSICS
Classicalliterary works are a perfect launch pad for exploring great thinking. Use themfor specific lessons on character motivation, plot predictions, and theme. Hereare some links to explore for resources:
- Skeptic North
- Shakespeare and Critical Thinking
- The Critical Thinking Community
4.CREATING A COUNTRY
Thiscould be a tremendous project-based learning scenario about learning what makesa country. In the process, students learn history, geography, politics, andmore. Here are some resources to help you:
- The Geography Site
- Could You Start Your Own Country?
- How to Start Your Own Micro-nation
5.USE INFORMATION FLUENCY
Masteringthe proper use of information is crucial to our students’ success in school andlife. It’s about learning how to dig through knowledge to find the mostuseful and appropriate facts for solving a problem. Students must learn toamass the proper expertise to inform their thinking. Teaching critical thinkingskills can be supported by an understanding of Information Fluency.
6.UTILIZE PEER GROUPS
Thereis comfort in numbers, as the saying goes. Digital kids thrive in environmentsinvolving teamwork and collaboration. Show kids their peers are an excellentsource of information, questions, and problem-solving techniques.
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AIOU Solved Assignments Code 8611 Autumn 2019
AIOU Solved Assignments Code 8611
Q.4 Writea dairy record of a full day of your life? Write down a detailed reflection ina day using the guideline of reflective writing?
Answer:
“Yourwords are the bricks and mortar of the dreams you want to realize. Your wordsare the greatest power you have. The words you choose and their use establishthe life you experience.” – Sonia Choquette
Whetherwe are young or old, we all have a story to tell, something to express and tooffer the world. Writing activities, and in particular reflective writing,fosters our creativity which is driven by our life experiences. A growing bodyof research finds that writing about our responses to events, situations or newinformation can have a variety of health benefits.
Reviewingaspects of our lives (its setbacks and positive aspects) can help managestress, anxiety and depression, improve mood, self-esteem and positivethinking, help process broken relationships, help ease symptoms associated withtrauma, chronic pain and illness, and even strengthen our immune system.
WriterAnn Turkle says that, in effect, journaling “becomes a record of generousattention paid to the immediate moment.” Setting aside time to write andreflect helps us make sense of the world around us, validates our experiences,helps us regroup and find balance in our busy lives, and be a vehicle fordecision making, change and growth.
Bywriting, we have the opportunity to build a blueprint, a moral compass by whichwe live and how we treat others.
Ifjournal writing helps us become better communicators, how do we get started?
1.Begin with a gracious heart: writing for ourselves is not about being the bestwriter, having the correct spelling and grammar, or even having the nicesthandwriting. Letting go of what we think we should write about requires courageand can lead to boundless creative possibilities. A journal is a safe place forus to work things out, express our innermost feelings and engage with our ownthoughts.
2.Set the tone: Carve out a special time and place to write. We each have a timeof day when we are more productive. For some, writing in the mornings is moreproductive and helps face the day while others prefer writing in the evening tohelp process the day’s events. Whether in a quiet area of the house, or in abustling coffee shop, finding the right time and environment for reflectivewriting can help us relax. Carrying a small journal in our bag or purse canhelp us record and retrieve special moments in our day.
3.Decide what type of journal to begin: Gratitude journals focus on life’sblessings, prayer journals record life moments or people in need prayer, andpersonal development journals track career goals. Fitness journals helpmaintain accountability and encouragement with healthier living choices, traveljournals record experiences encountering new places and people, and artjournals serve as a way to collect inspirational thoughts, images, sketches andclippings. Take your pick! 4. Use a variety of reflective prompts: a) Askquestions with a limit: Write about two moments you’ll never forget, five wordsthat best describe you and 10 things that make you smile. Limiting ourselves tocertain parameters helps us focus.
b)Stream of consciousness writing: Based on Julia Cameron’s The Artists Way,write down whatever comes to mind for three minutes. Putting un-edited thoughtsto paper is an excellent meditative practice for our busy lives. c) Write aletter to yourself: Record your goals, what you want your life to look like ina year’s time, and ways you can attempt to achieve it. Seal it and open it insix months to see how you are doing. d) Pick a memento: Choose an object andwrite about when, where and from who it was received. Discuss its importanceand meaning. Objects have the power to open floodgates to meaningful memories.
5.Seek out community resources: Look for local writers’ groups either at thelibrary or community centre, local creative arts classes that have writingcomponents, or even swap ideas with friends and family.
Remindyourself there is not a right or wrong way to write reflectively; it’s a“space for questions that may not have answers, a place for thoughts thatmay otherwise not have a home and a safe container for emotions so that they donot have to be loose in the world.” (Kelly Brown)
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AIOU Solved Assignments 1 & 2 Autumn 2019 Code 8611
AIOU Solved Assignments Code 8611
Q.5 UseGibbs model and write a reflection report of an interaction between twostudents or between two teachers in a school environment?
Answer:
Overthe last three months we have been taking part in a number of differentactivities, which wouldn’t normally be included in Physical Education inschools. These included Tai Chi, Martial Arts, Rowing, Skipping and Parkourjust to name a few. Whitehead (2010) suggested that by acquiring a range ofmovement skills and patterns I would find it easier to access a variety ofstructured physical activity settings. By taking part in these activities I wasable to develop my own knowledge and skills and also see how I could take theseactivities and develop my skills in that area to then bring them into schoolswhen I become a physical educator. These different activities gave me a chanceto develop other parts of physical literacy such as confidence, motivation andself-expression (Whitehead 2010).
Mostof the sessions that I had taken part in I had never done before and thereforewasn’t physically literate in those areas, some of the sessions also put usinto new learning environments, especially rowing. It is important that weexperience different activity settings as physical competence will be enhanced,only by experiencing a range of settings will movement patterns and skills bechallenged (Whitehead 2010).
Forthe first few sessions I was injured and was unable to take part in theactivities therefore I was able to observe the group and watch their developmentthrough each activity and also see if I noticed any reoccurring incidents. Onething I did notice was the divide between the males and females of the groupand the different levels of confidence they had. Lirgg (1993) found that malespreferred mixed sex classes in schools as they felt more confident, however thefemales preferred same sex classes as there was more student involvementbecause there was only females in the class.
Anotherthing that was noticed was the different levels of motivation the students hadfor each different activity. Whitehead (2010) defined motivation to be a driveand eagerness to take part, we need to be motivated to thrive in movementskills, maintain ability we already have and make progress.
Themajority of sports we took part in caused some of us to feel apprehensive andnervous about taking part as we had never tried them before. However, therewere a few sports activities that didn’t really cause any of us to feelapprehensive, which were handball and volleyball. This was because these sportsactivities had been carried out before in schools or clubs, I also think as wewere in teams and it became really competitive as a group we fell back into ourcomfort zones. Whereas street dance and Tai Chi definitely made us feel out ofour comfort zones, this was because a lot of us hadn’t experienced activitieswhere we had to express ourselves with body movements and non-verbalcommunication.
Someindividuals found this quite hard as they seemed to feel embarrassed, we were askedto get into groups and make up a routine to show at the end of the session, outof eight groups only two volunteered to perform as the majority of us were alltoo embarrassed and didn’t feel comfortable doing it. Comfort zones can bedefined as an image that is formed of us, DePaul (2011) suggested that byletting go of the fear of making mistakes will help individuals learn to acceptmistakes will be made and try to compete anyway. When comparing this reactionto that of Handball there was a huge difference in confidence levels andmotivation levels just because that competitive team environment is what we areused to.
Feelings
WhenI found out what activities we were going to be doing in this module I feltvery excited and motivated to take part in all of them. Whitehead (2010)proposed that young individuals need to be aware of different activities andthe movement demands they possess, they also need to gain a rich variety ofexperiences, therefore it was going to be really beneficial to us to try thesenew activities.
A fewof the sessions, for example martial arts and rowing, I was feeling veryapprehensive about before, martial arts being something I had never done beforeand new it would include some sort of wrestling which I didn’t feel comfortableabout and rowing something that I had always wanted to try but had never beenbrave enough.
Bytrying these new sports which I wasn’t used to taking part in I was able to seehow I cope when out of my comfort zone or in a different environment. Whitehead(2010) suggested that a physically literate individual is able to read theenvironment taking shape, size, weight, surface and speed into account All ofthese can be linked to rowing, and all of which I found really difficult toread and cope with, however as the rowing session went on I feel that Iprogressed and was able to adapt to the environment and become more literate.
Evaluation
Takingpart in all of the different activities was really beneficial for my ownpersonal development through Physical Education. I was able to experience andattempt skills that I had never tried before and learn and progress at the sametime. A few of the skills really tested our motivation and confidence levelsand put us out of our comfort zones, for example Martial Arts.
Wehad to practice movements on a partner which were sometimes a bit uncomfortableand close, however this is what we had to do to learn the skill, and the amountof confidence we had and motivation was what kept us attempting the skills.Whitehead (2010) realises that complex environments can include those where wemove as individuals without any equipment or we experience unpredictablesituations and we have to interact and move with another individual. Physicallyliterate individuals should hold enough physical competence to succeed in thesechallenges (Whitehead 2010).
Teacherinteractions was one really good experience that I took from the differentphysical activities, in Handball, the coach really interacted with us and wasasking questions on what our team was doing well and what we needed to do toimprove and try and win. Whitehead (2010) suggested that the interaction betweenthe coach and the participant is critical for the development of physicalliteracy. However in Parkour, the coach seemed to become frustrated whenstudents decided they couldn’t carry out the tasks and they wanted to sit out,a good coach in order to develop physical literacy needs to be alert toindividuals responses adapt and redirect the tasks so that participants do wantto take part (Whitehead 2010). Observing these different types of teacherinteractions helped me learn which the best way to help students progress intheir lessons.
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AIOU Solved Assignments Code 8611
AIOU Solved Assignments 1 & 2 Code 8611 Autumn 2019. Solved Assignments code 8611 Critical Thinking And Reflective 2019. Allama iqbal open university old papers.
Course: CriticalThinking And Reflective (8611) Level: B.Ed
Semester: Autumn 2018
ASSIGNMENT No. 1
Q.1 Choose an article ofyour local newspaper and write a critical review of it using four steps ofraising vital question, gathering further information, reflecting openmindedly, give your own conclusion.
Writing a Critical Review
A critical review is notto be mistaken for the literature review. A ‘critical review’ is a completetype of text, discussing one particular article or book in detail. The‘literature review’, which also needs to be ‘critical’, is a part of a largertype of text e.g. a chapter of your dissertation.
Most importantly: Read your article / book as many times as possible, as this willmake the critical review much easier.
Contents
1. Read and take notes 2. Organising yourwriting 3. Summary 4. Evaluation 5. Linguistic features of a critical review 6.Summary language 7. Evaluation language 8. Conclusion language 9. Exampleextracts from a critical review 10. Further resources Read and Take Notes Toimprove your reading confidence 1. What kind of article is it (for 2. What isthe main area under 3. What are the main findings? 4. What are the statedlimitations? 5. Where does the author’s data Organising your writing Summary You first need to summarise the have read the text. In your summary, youwill
• focus on points withinthe • summarise the author(s)main • Explain how these ideas/ data that they have collected? An overview of the necessary interviews andasking the right written work that includes unbiased Gathering Information
or article argument skilltext discussion? questions. example and Are ideas writing, that and sets thatevidence the or you have efficiency, you to main does argument Readers crediblebe have think been come it ideas successful present read. are constructed.visit will sources, from? / argument interesting
One also data our in Arereason pages and or journalism, learn they does purely (For proper on how toappropriate it example, reading summarise theoretical?) present to structure.specifically, organize purely is / the sufficient? the that text author theoretical gathering information is that basing the arguments)? information reader her and arguments turnmay through it not into on
The first step to writing a story involvesgathering information about your topic. In order to do so, you need people whowitnessed the event first hand or have extensive knowledge on said topic. Inwriting, especially in journalism, the information you use is the heart of yourwriting. Perhaps without details, sources, evidence, one’s writing will nothave the intended impact of informing your audience. https://collectionssite626.weebly.com/nokia-6102i-unlock-code-free.html. Conducting an Interview
When interviewingsomeone related or involved with a story, you are receiving information fromprimary sources. Before you begin interviewing someone, you need to make sureyou know what questions to ask and how to ask them. Plan your interview as bestyou can and think carefully about the topics you want to cover. It would behelpful to write your questions out beforehand if you have time.
Questions to ask yourself before the interview:
1. What do you know and what do you need toknow? 2. What are you trying to inform your audience about? 3. What are some ofthe outcomes? Not everyone will like your story or the topic you choose towrite about so be
prepared for negative feedback. Be aware of anyethical issues pertaining to your topic as well.
Rich Martin author of the book, “LivingJournalism”, who has more than 30 years of reporting and teaching experience,offers his advice about interviewing. These are some questions adopted from hislist:
1. What organizational policies or professionalguidelines should you consider? 2. How can you bring people with differentperspectives and ideas into your decision making? 3. Who will be affected byyour decision? Think about your topic and who will be reading about it. 4. Howwould you feel if roles were reversed and you were the subject of the story? 5.Are there ways to minimize harm while remaining true to the facts of the story?
Once you have answeredthese questions and feel as though you know a lot about the subject of matterthen you can consider questions that you want to find out from the person youare interviewing. It’s a given that you want to hear all sides of the story toprevent a biased opinion , but also keep in mind that there may not always betwo sides to a story, so do your research. University of Delaware Professor ofJournalism Ben Pagoda refers to this instance as False Equivalency. He refersto this example:
• The flu vaccine. The question parents are asking themselves is shouldor shouldn’t my child get the flu vaccine? Reporters may think there are twosides of this story and the truth lies in the middle, but it doesn’t. “Thatwould be saying that only a portion of children should get the flu vaccine whenmedical reports prove that all children should,” says Yagoda. Evaluation Evaluationyour Explicit Explicit article thought are Implicit Implicitlanguage do your Critical You example, a
Aiou Solved Assignments 1 & 2 code 8611 Autumn 2018
Q.2 Explain gets and SOCIAL affected EXCLUSIONMARGINALIZATION of exclusion.
critique this feasible knowledge need evaluation. by as onevaluation evaluation evaluation evaluation that you focusing of a toSecond is within student. views remember the evaluates need of Examples the most on overseas ofLanguage conducting to is involves There classroom locate the less theory important by the to AND followingdirect. is locate social of text. SLA the stating Acquisition nothing how research,authors’ pedagogy A classrooms.” part The and difficult you exclusion questions.directly wrong in following analyse might and view a (SLA) in critical partyour (explicitly) general. with of First, do the of section pedagogy. and classroom this ownreview. making author’s evaluation I will can experience. marginalization on how examine be Use your pedagogy After Linguistic argumentfound you of the position a that, intend published Evaluation literature the inas when extent I Features the will presented as to section a evaluate you toanalyse text to student .discuss can support which of are (and be on Writing in whether writing explicit explicit the the Linguistic the a yourprofessional how book text. authors or views. You may also orimplicit. the E.g. authors’contribute “I will propositions review to current
Critical Review containsauthor) is how and incorporating it Features of Writing Review. your criticalreview. / article and not present
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Social exclusion and marginalization is a themethat transcends all other areas of research. Human development outcomes oftenreflect the exclusion of disadvantaged groups, markets and economicinstitutions reproduce social inequalities and political systems can bothrestrain and empower marginalized voices.
Although exclusion and marginalization are ofteninterchangeable, it’s worth noting a slight distinction. Marginalization refersto the set of processes through which some individuals and groups facesystematic disadvantages in their interactions with dominant social, politicaland economic institutions. The disadvantages arise from class status, socialgroup identity (kinship, ethnicity, caste and race), political affiliation,gender, age and disability.
Exclusion, when not synonymous withmarginalization, describes the outcomes of marginalization. Examples of thisinclude political under-representation, poor access to legal systems and adenial of public services.
This research cluster advances existingknowledge about social exclusion and marginality, raises the salience of theseissues in policy and political debate and promotes more grounded perspectiveson change agents.
Current academic debateswidely notice that education contributes to reduce poverty and inequality.Actually, most researchers think that education is helpful to break processesof disadvantage and social exclusion insofar as it ‘endows’ individuals withboth the cognitive and non-cognitive resources and skills that they need fortheir social inclusion. However, the relationship between education, poverty,inequality and social exclusion is neither mechanical nor linear. Althougheducation can break the circles of social disadvantage, it also contributes toproduce and reproduce these very circles.
Aiou Solved Assignments code 8611 Autumn 2018
Q.3 Observe classroom ofsocial studies for five days, write down teaching strategies use in theclassroom and explain which strategies help most in promoting critical thinkingamong students.
Strategies for Teaching Critical Thinking Skills You can use the techniques below for teachingcritical thinking skills in every lesson and subject. Get creative and finddifferent ways to incorporate them into your teaching practices.
1. Begin with a Question This is the simplest foray into critical thinking. What do youwant to explore and discuss? It shouldn’t be a question you can answer with a‘yes’ or a ‘no.’ you want to develop essential questions here, ones thatinspire a quest for knowledge and problem-solving. They’ll support thedevelopment of critical thinking skills beautifully. When you lose yourquestion to students, encourage brainstorming. Write down possible answers on achalkboard or oversized pad as a student reference. Having open discussionswith students is a big part of defining the problem in Solution Fluency. 2.Create a Foundation Students cannot think critically if they do not havethe information they need. Begin any critical thinking exercise with a reviewof related information. This ensures they can recall facts pertinent to thetopic. These may stem from things like:
• reading assignments andother homework
https://collectionssite626.weebly.com/showbiz-5-activation-code-free-download.html. • previous lessons orcritical thinking exercises
• a video or text
3. Consult the Classics Great literary works are a perfect launch pad for criticalthinking, with challenging narratives and deep characterization. Use them forspecific lessons on character motivation, plot predictions, and theme. Here aresome links to explore for resources:
• Skeptic North
• Shakespeare and CriticalThinking
• The Critical ThinkingCommunity 4. Creating a Country This could be great project-basedlearning scenario requiring sufficient research to discover what actually makesa country. In the process students learn history, geography, politics, andmore. Leave this assignment open-ended over a couple of days or weeks so theycan really dig deep. Here are some resources to help you:
• The Geography Site
• Could You Start Your OwnCountry?
• How to Start Your OwnMicro-nation
• 5. Use InformationFluency Part of criticalthinking is knowing when to pursue and when to discard information. Studentsmust learn to amass the appropriate knowledge to inform that thinking. Teachingcritical thinking skills can be supported by an understanding of InformationFluency.
Mastering the proper use of information iscrucial to our students’ success in school and life. It’s about learning how todig through knowledge in order to find the most useful and appropriate factsfor solving a problem. Critical thinking is deeply embedded in the process ofInformation Fluency. 6. Utilize Peer Groups There is comfort in numbers,as the saying goes. Digital kids thrive on environments where critical thinkingskills develop through teamwork and collaboration. Show kids their peers are anexcellent source of information, questions, and problem-solving techniques.
7. TryOne Sentence Try this exercise: formgroups of 8-10 students. Next, instruct each student to write one sentencedescribing a topic on a piece of paper. The student then passes the paper tothe next student who adds their understanding of the next step in a singlesentence. This time, though, that student folds the paper down to cover theirsentence. Now only their sentence is visible and no other, so each time theypass students can only see one sentence. The object of the task is for studentsto keep adding the next step of their understanding. This teaches them toreally home in on a specific moment in time. Additionally, they learn tocritically apply their knowledge and logic to explaining themselves as clearlyas possible. 8. Problem-Solving Assigning a specific problem is one ofthe best avenues for teaching critical thinking skills. Leave the goal or “answer”open-ended for the widest possible approach. This is the essence of askingessential questions requiring discovery and synthesis of knowledge throughcritical thinking. 9. Return to Roleplaying Roleplaying has alwaysbeen an excellent method for exercising critical thinking. It’s why actors dotireless research for their roles as it involves inhabiting another persona andits characteristics. Becoming someone else calls upon stretching both youranalytical and creative mind. Pair students up and have them research aconflict involving an interaction between two famous historical figures. Thenlead them to decide which character they each choose to play. They’ll each haveopposite points of view in this conflict. Have them discuss it until they can mutuallyexplain the other’s point of view.
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Q.4 Present a review oftheories given by Dewey (1939) and Schön (1983), regarding reflection andreflective practice.
John Dewey (1859–1952) – Experience andReflective Thinking, Experience and Reflective Thinking The startingplace in Dewey’s philosophy and educational theory is the world of everydaylife. Unlike many philosophers, Dewey did not search beyond the realm ofordinary experience to find some more fundamental and enduring reality. ForDewey, the everyday world of common experience was all the reality that man hadaccess to or needed.
Dewey experiences Dewey,in a he produce and Dewey Reflective Arise think must short considersnarrow proposed child consequence; realizes others. be of by only reaches madepart, was is solved burns nothing a solutions. possible an in thinking thatstream It are careful using experience problematical central is if for touchingbefore this merely the touched. or a solutions which something merely valuecandle in natural and in the his his passive the in the In blocksuntroubled of approach which flame writings daydream, situations. to form flamejust an perception to his experience affairs, this bridge his and of weproblem–finding resulted to learning to way, path, make state burns As butschooling. make the pleasant of long before when can in and lies astream, his relationships connection from a clear be as hand, in burnhis this we or our restored. the experience, desire and what or painful and,are untroubled he interaction perception producing so experiences formallybetween moreover, kinds to forth–and For but continue example, by of not stateof with a instructed, what doing experiences set relationships formulateseducative. pain, looks our of of walking we affairs stepping-stones, a andenvironment but man do for we then this to materials An the were walking in islearn things or is reflecting disrupted the general educative continuities not most much same is and an in or a finding educative fairly aexpectation valuable what conditions about we forest on direction experience, among what have happens smooth and the and useful.Some according to to them or us events. Thus, if experience unless that flameswill world, ourselves, happened, which
affair we may a problemwhich suddenly stopped is thwarted. He jumping across a to fit one of the
Learning
For Dewey, learning wasprimarily an activity which arises from the personal experience of grapplingwith a problem. This concept of learning implied a theory of education fardifferent from the dominant school practice of his day, when students passivelyreceived information that had been packaged and predigested by teachers andtextbooks. Thus, Dewey argued, the schools did not provide genuine learningexperiences but only an endless amassing of facts, which were fed to thestudents, who gave them back and soon forgot them.
Dewey distinguishedbetween the psychological and the logical organization of subject matter bycomparing the learner to an explorer who maps an unknown territory. Theexplorer, like the learner, does not know what terrain and adventures hisjourney holds in store for him. He has yet to discover mountains, deserts, andwater holes and to suffer fever,
starvation, and other hardships. Finally, whenthe explorer returns from his journey, he will have a hard-won knowledge of thecountry he has traversed. Then, and only then, can he produce a map of theregion. The map, like a textbook, is an abstraction which omits his thirst, hiscourage, his despairs and triumphs–the experiences which made his journeypersonally meaningful. The map records only the relationships between landmarksand terrain, the logic of the features without the psychological revelations ofthe journey itself. School and Life Ideas and experiences which are notwoven into the fabric of growing experience and knowledge but remain isolatedseemed to Dewey a waste of precious natural resources. The dichotomy ofin-school and out-of-school experiences he considered especially wasteful, ashe indicated as early as 1899 in The School and Society:
Thus Dewey affirmed his fundamental belief inthe two-sidedness of the educational process. Neither the psychological nor thesociological purpose of education could be neglected if evil results were notto follow. To isolate the school from life was to cut students off from thepsychological ties which make learning meaningful; not to provide a schoolenvironment which prepared students for life in society was to waste theresources of the school as a socializing institution. Democracy andEducation Dewey recognized that the major instrument of human learning islanguage, which is itself a social product and is learned through socialexperiences. He saw that in providing a pool of common meanings forcommunication, the language of each society becomes the repository of thesociety’s ideals, values, beliefs, and accumulated knowledge. To transmit thecontents of the language to the young and to initiate the young in the ways ofcivilized life was for Dewey the primary function of the school as aninstitution of society. But, he argued, a way of life cannot be transmitted bywords alone. Essential to acquiring the spirit of a way of life is immersion inways of living.
More specifically, Dewey thought that in ademocratic society the school should provide students with the opportunity toexperience democracy in action. For Dewey, democracy was more than a form ofgovernment; it was a way of living which went beyond politics, votes, and lawsto pervade all aspects of society. Dewey recognized that every social group,even a band of thieves, is held together by certain common interests, goals, values,and meanings, and he knew that every has and A among according limitations fromThe epistemology The argued experimentation’ in His Rein policy designcapabilities. democratic the been last interests processes heart (a the suchprofessional controversies and, groups that colleague major effects attained ofto group of it in this and was Dewey, of society, the particular, are new andof practice study interact (op. social also at in minimized, ‘susceptible development developmenteconomic literary MIT). can any cit.). therefore, comes the was, group be society based the freelyschools Frame project His reconciled.he role inequalities.
into and in to wrote, work on and of is of canwhich a of contact numerous Reflection a one arose reflective kind educators, must fruitfully computersclose was be ‘an in During he of measured out act which quickly, with analysisexamination rigor was meanings, of practitioners (Schön to with and other a hisin born, barriers that ensure long-term designing, a and of later by eachnumber groups. is and the to the enthusiastically, both of values, years thatother.
come of distinctive Reinextent what (1983; any collaboration, like of He and each Donald into 1994)interests, other kind–class, a believed, and to the (small) 1987; individualcontact which structure unlike uses professional is Schön concerned taken1991). and number of dating however, differing with race, the design goals alsoof up gets He rigor a reflection-in-action’ religion, by back of developedbroader groupings. with are sought an games different that a groups of large held to opportunity the scholarly the the color, toenvironment, to in ways number share extent an offer early practitionerscommon. expand interest politics, inwork similar an 1970s, to to which of approach (1983: designing which escapepeople In and in and or with values, a software intractable actuallynationality– democracy,
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Donald Schön died September 13, 1997 at Brighamand Women’s Hospital after a seven-month illness.
Public and private learning, and the learningsociety While it is DonaldSchon’s work on organizational learning and reflective practice that tends toreceive the most attention in the literature, his exploration of the nature oflearning systems and the significance of learning in changing societies hashelped to define debates around the so called ‘learning society’.Indeed, Stewart Ranson (1998: 2) describes Donald Schon as ‘the great theoristof the learning society’. He was part of the first wave of thinkers around thenotion (other key contributors include Robert M. Hutchins 1970; Amitai Etzioni1968; and Torsten Husen 1974). Hutchins, in a book first published in 1968, hadargued that a ‘learning society’ had become necessary. ‘The two essential factsare… the increasing proportion of free time and the rapidity of change. Thelatter requires continuous education; the former makes it possible (1970: 130).He looked to ancient Athens for a model.
Donald Schon (1973, first published 1971) takesas his starting point the loss of the stable state. Belief in the stable state,he suggests, is belief in ‘the unchangeability, the constancy of centralaspects of our lives, or belief that we can attain such a constancy’ (Schon1973: 9). Such a belief is strong and deep, and provides a bulwark againstuncertainty. Institutions are characterized by ‘dynamic conservatism’ – ‘atendency to fight to remain the same’ (ibid.: 30). However, with technical change continuing exponentially itspervasiveness and frequency was ‘uniquely threatening to the stable state’ (ibid.: 26). He then proceedsto build the case for a concern with learning (see inset).
Exhibit 1: Donald Schon on learning and the lossof the stable state
The loss of the stable state means that oursociety and all of its institutions are in continuousprocesses of transformation. We cannot expect new stable statesthat will endure for our own lifetimes.
We must learn to understand, guide, influenceand manage these transformations. We must make the capacity for undertakingthem integral to ourselves and to our institutions.
We must, in other words, become adept atlearning. We must become able not only to transform our institutions, inresponse to changing situations and requirements; we must invent and developinstitutions which are ‘learning systems’, that is to say, systems capable ofbringing about their own continuing transformation.
The task which the loss of the stable statemakes imperative, for the person, for our institutions, for our society as awhole, is to learn about learning.
What is the nature ofthe process by which organizations, institutions and What What What Donalddisruption. A permit need learning to are are demands change maintain Schon thethe system… In characteristics forms this argues of are their state ‘dynamicmade and must that identity, without limits on social be of a conservatism’ oneperson of effective intolerable and systems knowledge in their which wholearning ability must engages threat has dynamic that learn an to to cansystems? important support in the to conservatism operate this essential becomekind the place. within self-identity of capable functions learning? operates processesof societies (Schon of social transform 1973: learning? 28-9)
themselves?
transforming themselves without at such a leveland in such a way the system fulfils for the self. Our of those who belong tothem, but intolerable
as to
systems
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at the same time be capable of transformingthemselves. (Schon 1973: 57) Schon’s great innovation at this point was toexplore the extent to which companies, social movements and governments werelearning systems – and how those systems could be enhanced. He suggests thatthe movement toward learning systems is, of necessity, ‘a groping and inductiveprocess for which there is no adequate theoretical basis’ (op. cit). The business firm,Donald Schon argues, is a striking example of a learning system. He charts howfirms moved from being organized around products toward integration around‘business systems’ (ibid.: 64). In an argument that has found many echoes in the literatureof the ‘learning organization’ some twenty years later, Donald Schon makes thecase that many companies no longer have a stable base in the technologies ofparticular products or the systems build around them. A firm is:
… an internal learning system in which thesystem’s interactions… must now become a matter of directed
transformation of the whole system. Thesedirected transformations are in part the justification for the business
systems firm. But they oblige it to internaliseprocesses of information flow and sequential innovation which have
traditionally been left to the ‘market’ and tothe chain reactions within and across industry lines – reactions in which
each firm had only to worry about its ownresponse as one component. The business firm, representing the whole
functional system, must now learn to effect thetransformation and diffusion of the system as a whole. (Schon 1973:
75) In many respects, we could not ask for abetter rationale for Peter Senge’s later championship of the Fifth Discipline (systemic thinking) inthe generation of learning organizations. Two key themes arise out of DonaldSchon’s discussion of learning systems: the emergence of functional systems asthe units around which institutions define themselves; and the decline ofcentre-periphery models of institutional activity (ibid.: 168). He contrastsclassical models of diffusing innovation with a learning system model.
Classical models for the diffusion ofinnovations or Learning systems’ models around the diffusion of innovation
The unit of innovation is a product ortechnique. The unit of innovation is a functional system.
The pattern of diffusion is centre-periphery.The pattern of diffusion is systems transformation.
Relatively fixed centre and leadership. Shiftingcentre, ad hoc leadership.
Relatively stable message; pattern ofreplication of a central message.
Evolving message; family resemblance ofmessages.
Scope limited by resource and energy at thecentre and In time severely argues work Moreover, A interaction way learning,by ‘Feedback’ centre social this capacity of we on we for acquiring and havereflective system limited government can formulating learning between back loopof to see ‘spokes’. learns recognize in new to the moves practice).
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situations isn’t systems…all undertakes significance capacity whenever projective secondary simply fromthat of secondary the [G]overnment for social something it a models centres. ofbehaviour ‘ways continuing, acquires networks, change. of that to that knowing’new primary in can as Donald directed is flexibility, which a capacity beindividual. learning carried offered government Schon inquiry for feedbacksystem forward Scope ‘Feedback’ throughout Learning behaviour, looks by intothe carries learns to limited the and dominant into a can nature, more theorganizational and loops further for with also by systems learning the‘existentially’-oriented infrastructure rational/experimental operate it causesbe instances society the social:
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The need for publiclearning carries with it the need for a second kind of learning. If governmentis to learn to solve new public problems, it must also learn to create thesystems for doing so and discard the structure and mechanisms grown up aroundold problems. (Schon 1973: 109)
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The opportunity for learning, Donald Schonsuggests, is primarily in discovered systems at the periphery, ‘not in thenexus of official policies at the centre’ (ibid.: 165). He continues, ‘the movement of learning is as much fromperiphery to periphery, or from periphery to centre, as from centre toperiphery’. Very much after Carl Rogers, Donald Schon asserts that,‘Central comes to function as facilitator of society’s learning, rather than associety’s trainer’ (ibid.: 166).
Taken together, thethemes that emerged in Beyond the Stable State provided a rich and highly suggestive basis for theorizing aboutboth ‘the learning society’ and ‘the learning organization’. Yet for all histalk of networks and the significance of the ‘periphery, Donald Schon’sanalysis falters when it comes to the wider picture.
While his critical analysis of systems theorysubstitutes responsive networks for traditional hierarchies, his theory ofgovernance remains locked in top-down paternalism. Only an understanding of therole of democratic politics can provide answers to the purposes and conditionsfor the learning society he desires. The way societies learn about themselves,and the processes by which they transform themselves, is through politics, andthe essence of politics is learning through public deliberation, which is thecharacteristic of effective learning systems. (Ranson (1998: 9)
Donald Schon’s later work with Martin Reinaround frame reflection does attend to some matters of public deliberation –but the broad line of argument made by Stuart Ranson here would seem to stand.It was the contribution of two of Schon’s contemporaries – Ivan Illichand PauloFreire – that takes us forward. The formers focus on learning webs, thedebilitating impact of professionalization, and the need for an ecologicalappreciation; and the latter’s championship of dialogue and concern to combatoppression allow for a more committed and informed engagement with the‘learning society’ and ‘learning organization’. Double-loop learning and theories in use Donald Schon’s work on learning systems fed nicely into a verysignificant collaboration with Chris Argyris around professional effectivenessand organizational learning. Their (1974) starting point was that people havemental maps with regard to how to act in situations. This involves the way theyplan, implement and review their actions. Furthermore, they asserted that it isthese maps that guide people’s actions rather than the theories they explicitlyespouse. One way of making sense of this is to say that there is split betweentheory and action. Chris Argyris and Donald Schon suggested that two theories of action are involved. They arethose theories that are implicit in what we do as practitioners and managers,and those on which we call to speak of our actions to others. The former can bedescribed astheories-in-use. The words we use to convey what we, do or what we would likeothers to think we do, can then be called espousedtheory. This was an important distinction and is veryhelpful when exploring questions around area).To (1974) Governing impact Action Consequences: and Q.5 school we writing 1. Begin haveunintended. Write initially upon professional strategies: helps managing thefully with variables: a opportunity a usappreciate personal a number looked gracious what In become the addition activity and happens moves of tothose organizational to note better theory-in-use three such heart: buildthose dimensions .Develop and on as variables elements:
communicators, a writing a consequences reflect plansblueprint, result we practice the used – that for of a thus require an daily reflective ourselves a people by moral action. any how (see can people a life.Write situationmodel be Chris are do compass These is for to the we trying not keep theof Argyris get report can about can the down by self, to started?
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and grammar, or even having the nicesthandwriting. Letting go of what we think we should write about requires courageand can lead to boundless creative possibilities. A journal is a safe place forus to work things out, express our innermost feelings and engage with our ownthoughts.
2. Set the tone: Carve out a special time and place to write. We each have a timeof day when we are more productive. For some, writing in the mornings is moreproductive and helps face the day while others prefer writing in the evening tohelp process the day’s events. Whether in a quiet area of the house, or in abustling coffee shop, finding
the right time and environment for reflectivewriting can help us relax. Carrying a small journal in our bag or purse canhelp us record and retrieve special moments in our day.
3. Decide what type of journal to begin: Gratitude journals focus on life’s blessings, prayer journalsrecord life moments or people in need prayer, and personal development journalstrack career goals. Fitness journals help maintain accountability andencouragement with healthier living choices, travel journals record experiencesencountering new places and people, and art journals serve as a way to collectinspirational thoughts, images, sketches and clippings. Take your pick! 4. Usea variety of reflective prompts: a) Ask questions with a limit: Write about twomoments you’ll never forget, five words that best describe you and 10 thingsthat make you smile. Limiting ourselves to certain parameters helps us focus.
b) Stream of consciousness writing: Based on Julia Cameron’s The Artists Way, write down whatevercomes to mind for three minutes. Putting un-edited thoughts to paper is anexcellent meditative practice for our busy lives. c) Write a letter toyourself: Record your goals, what you want your life to look like in a year’stime, and ways you can attempt to achieve it. Seal it and open it in six monthsto see how you are doing. d) Pick a memento: Choose an object and write aboutwhen, where and from who it was received. Discuss its importance and meaning.Objects have the power to open floodgates to meaningful memories. 5. Seekout community resources: Look for local writers’ groups either at thelibrary or community centre, local creative arts classes that have writingcomponents, or even swap ideas with friends and family.Remind yourself there isnot a right or wrong way to write reflectively; it’s a “space forquestions that may not have answers, a place for thoughts the My Thematter and the Prepare During different made always Or As flexible.remember students such, world.” experience. Student help studentsure into things my You you for that ways I realized that that studentaction. (Kelly would teaching the Teaching become may never that to youI In had Unexpected present fact, otherwise would Brown) You requirethat teaching need know all experience the here I Experience: get of toneeded the go kind what’s much the be to are experience, wrong. not informationtest while materials prepared of some have to more allows teacher goingthe be Technology Student waters things a prepared time home to for youand I that for spent come changes. and to other that under each Teaching
you and put as a explanation up would I lot wanta things lesson. much learned everything the or safe Figure of what supervisionto time fail. as container that I be. during looked possible, will out thanStudents preparing I If that needed alternative you catch expected.
my for you’ve for ofembrace but, time would an emotions the activities before each experienced morestudents’ learned as activities lesson complete a the class importantly,student that so opportunity, about that plan. started. attention. my in teacher activities teacher. order they students education I workedEven I do to needed who When you not help quicker then, would hard can can and have creatingyour to there guide learn your to prepare enjoy, than to day research be weresubject a you lessons, planned. lot go loose and to along as from
be I or in smoothly as possibleand allow your students to gain the most from the lessons.
Make Friends
Teaching is difficult. You’re going to haverough days, and you’re going to need help sometimes. Introduce yourself to thelibrarian, cafeteria staff, administrators, custodians, secretaries, and otherteachers. As I talked to other teachers about lessons that I was working on,they had plenty of suggestions for activities that I could use. I loved gettingideas for tried and true activities for my students, but I also enjoyed thetips and ideas that they could provide to help me grow as a teacher. They couldalso help you land a teaching job, too. Not only can making friends prove tohelp you as a teacher, but it can also make your day more fun. Rather thaneating lunch in your room every day to catch up on work, go to the lunch roomand mingle with other teachers. Talk to teachers on the playground. Use thetime to get to know others, and you just might end up making a friend for life
NTRODUCTION Thefollowing reflective writing essay will centre on a particular event that Iwitnessed. I will be using Gibbs’ model of reflection, from Gibbs, G. (1988).For confidentiality purposes, I will name my family member as Estelita who is afifty five year old female.
DESCRIPTION Estelitawas experiencing shortness of breath and chest pain. She called an ambulance,whereby a FRU car arrived, followed by a backup ambulance crew. The FRUresponder performed a primary survey on Estelita, after which she wastransported to the nearest hospital by the backup crew who made her walk to theambulance at the start of the journey and on her arrival at A&E.
FEELINGS Myinitial feelings towards the
Von Essen (1994) opposed the view that patientsplaced interpersonal aspects of caring as more important than care
tasks. Interestingly, patients made few commentsabout technical excellence of health care professionals. Halldorsdottir
and Hamrin’s (1997) study found that ‘patientsemphasised the importance of professional competence over
interpersonal aspects of care’. I think that aspatients or family members, we automatically assume our health carers are
technically competent and I felt that a morehumanistic approach would not have exacerbated an already distressing
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situation. Thorne (1988) reported that patientsperceived that communication with health care professionals was
important in enhancing care quality.
CONCLUSION
The doctor found states is a form of and aletter of apology ACTION PLAN
In my future paramediccare until I handover might be faced Estelita’s soft time, my tissue wascareer, social patient. received. symptoms rheumatism. and I will Unlike workadhere to the pressures.
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