Reflection: AA100 tutorial
•Als PPT, PDF herunterladen•
2 gefällt mir•1,772 views
tutorial on reflection and preparation for TMA02 on Open University module, 'The Arts: Past and Present' (AA100)
![Reflection ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie Reflection: AA100 tutorial
Ähnlich wie Reflection: AA100 tutorial (13)
Mehr von Jennie Osborn
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Reflection: AA100 tutorial
- 1. Making the most of your Feedback Crawley, 15 th March 2011.
- 5. Why do it?
- 8. Kolb’s Learning Cycle Concrete Experience Reflective Observation Active Experimentation Abstract Conceptualisation Reflective Observation
- 9. Learning is a continuous process
- 18. Questions?
- 19. Jennie Osborn Email: Jennie.Osborn@open.ac.uk
Hinweis der Redaktion
- thinking with a purpose being critical, but not negative analysing how effective your learning is questioning and probing making judgements and drawing conclusions.
- It’s worth thinking ahead to organise your time and reflect on why, what, how and when to prioritise. While preparing assignments, for example – reflection can help you to define immediate goals and then devise strategies to achieve them. Procrastination, the art of putting things off until they absolutely have to be done, is both a cause and a symptom of anxiety. It can lead you to miss deadlines or fall behind with your study schedule and can severely affect your confidence. Reflecting on how, when, where and why you procrastinate can help you to recognise and challenge your routines and habits. How often do you make assumptions about your ability to study by using sentences that start with: ” I’m no good at …” ” I’ve always been terrible at…” ” I’ll never be able to…” These beliefs may echo negative comments from teachers, parents, employers or peers, or you may just believe them to be irrefutably true. They can make it harder for you to study because they undermine your confidence and motivation. But by reflecting on the assumptions you make about yourself you can make positive changes in your study routines
- Concrete Experience: doing/having an experience Reflective Experience: reviewing/reflecting on the experience. Intuitive initial thoughts. Journal keeping. TMA feedback. Abstract Conceptualisation: concluding/learning from the experience ‘What would you do differently next time? Brings together theories and analysis of past actions. Allows us to come to conclusions about our practice. Active Experimentation: planning/trying out what you have learned Take those conclusions to plan changes. Active experimentation begins the cycle again. Back to Concrete Experience.
- Unconscious Incompetence: I can’t do the skill. I’m not even aware that I can’t do it. I may be affected by not being able to do it but I don’t know it. Conscious incompetence: I’m aware of the skill. I know what it is and may have some idea of how to do it but I usually get it wrong. Conscious competence: I’m learning to do the skill. I know how to do it but have to do it consciously. I may be taking notes, practising or talking about it to other to help me learn. I may slip into conscious incompetence at times. Unconscious competence: I do it so naturally that I don’t have to think about it any more, I may be able to do other things at the same time. I may have forgotten the steps I went through to learn it.