Академический Документы
Профессиональный Документы
Культура Документы
1
Preparing
for
Reflective
Practice
Overview
The
purpose
of
this
unit
is
three-fold.
Firstly,
it
will
help
you
to
examine
your
readiness
for
reflective
practice
by
engaging
in
some
self-assessment
activities
that
will
allow
you
to
begin
to
look
at
yourself
as
a
learner-practitioner.
The
introspective
activities
will
also
serve
as
the
initial
step
for
you
to
begin
to
prepare
your
profile
which
will
emphasize
your
characteristics
as
a
reflective
learner- practitioner.
Secondly,
you
will
explore
the
concepts
and
principles
of
reflective
practice
to
identify
their
ambiguities
and
complexity
and
to
reconcile
any
differences
your
may
notice
between
your
perspectives
and
other
professionals
or
learners.
Finally,
it
will
be
difficult
for
you
to
escape
the
demands
that
reflecting
on
your
practice
will
make
of
you.
However,
space
will
be
provided
for
the
knowledge
or
new
insights
you
have
to
share
as
you
attempt
to
address
the
problems
that
confront
or
is
presented
to
you
as
learner-practitioner.
Unit
Objectives
By
the
end
of
this
unit
you
will
be
able
to:
1. Analyze
the
meaning
of
learner-practitioner
and
personal
readiness
2. Prepare
a
personal
profile
which
conveys
your
characteristics
as
learner-practitioners
EDLM1002
Unit
1
1
3. Identify areas/domains of development that your profile emphasizes 4. Explain the purpose of a personal profile in helping them to assess your readiness for the course 5. Identify any need for personal development that you would like to address as learner- practitioners. 6. Record the thoughts, feelings and actions experienced as you attempt to achieve the objectives of the unit
Readings
Key
Terms
(preliminary
pages:
xiv
xvi
&
xviii
xxii
in:
Bolton,
G.
(2010).
Reflective
practice:
Writing
and
professional
development
(3
Ed.)
Thousand
Oaks,
Californa:
SAGE
Publications
Inc.
http://classweb.gmu.edu/awinsler/ordp/theory.html
Retrieved
July
22,
2010.
http://dictionary.reference.com/browse/experience
Retrieved
July
22,
2010.
http://ardictionary.comExperience/6621
Retrieved
July
22,
2010.
http://www.learningandteaching.info/learning/experience.htm
Retrieved
July
22,
2010.
http://www.assetproject.info/learner_methodologies/before/characteristics.htm
Retrieved
July
22,
2010.
http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
Retrieved
July
22,
2010.
2
EDLM1002
Unit
1
SESSION 1.1
Introduction
This
session
is
designed
for
you
to
assess
your
readiness
for
reflective
practice
as
determined
by
the
boundaries
of
the
objectives
for
this
session.
You
will
be
interacting
with
terms
associated
with
your
role
during
the
course
and
will
examine
yourself
in
light
of
this
role.
Note,
however,
that
you
may
explore
beyond
what
is
planned
for
you
and
share
any
new
insights
as
you
interact
with
each
other.
Learning
Objectives
By
the
end
of
the
session
you
should
be
able
to:
1. Analyze
the
meaning
of
learner-practitioner
and
personal
readiness.
2. Prepare
a
personal
profile
which
conveys
your
characteristics
as
learner- practitioners.
Exploration
Time
You
would
have
been
reading
the
resources
for
the
unit
and
by
now
have
asked
yourself
several
questions.
To
prepare
yourself
for
the
role
and
responsibilities
that
reflective
practice
will
be
demanding
of
you
as
you
engage
in
the
learning
experiences
an
activity
is
planned
for
you.
Enjoy
!
Lets
see
what
it
leads
to.
EDLM1002
Unit
1
3
ACTIVITY
1.1
(a)
Listen to the song I believe I can Fly by R Kelly or Jimmy Cliffs You Can Get It If You Really Want. http://www.youtube.com/watch?v=18EAqHx2lMk While doing so, pay keen attention to your behaviours.
(b) Record your behaviours in a manner with which you are comfortable. (c ) Complete the self check instrument provided at http://courses.open.uwi.edu/file.php/39/Course_Units/PR_profile.pdf
As
you
worked
through
activity
1.1
you
would
have
noticed
that
it
asked
you
to
focus
on
your
behaviour.
This
is
because
reflective
practice
is
mainly
about
who
you
are
as
a
person
and
as
a
professional.
To
improve
your
professional
life,
you
have
to
engage
in
those
activities
and
behaviours
that
allow
you
to
self-assess
and
make
necessary
changes.
If
you
are
comfortable
working
on
you
this
is
a
sign
of
readiness.
If
not,
it
is
a
hurdle
we
will
cross
together
in
this
course.
You
may
have
noticed
as
well
that
you
were
not
given
clear
instructions
for
activity
one
(1).
More
importantly,
you
were
not
given
a
meaning
for
the
term
-
behaviour.
Instead,
the
assumption
was
that:
behaviour
has
a
single
meaning
and
that
all
of
us
would
be
aware
of
this
meaning.
Note
too,
that
if
your
perspective
of
behaviour
was
concerned
with
outward
actions
only,
this
would
have
affected
your
rating
on
each
characteristic.
So
what
do
we
learn?
Lessons
from
Activity
1.1
are
outlined
below:
This
activity
may
have
helped
you
to
realize
that
we
need
to:
4
be
careful
of
our
assumptions
be
aware
of
the
simple
things
we
take
for
granted
realize
that
words
have
multiple
meanings
based
on
the
context
negotiate
meanings
if
we
respect
diversity
EDLM1002
Unit
1
Signs
of
Readiness
Respecting
diversity
in
meaning
is
one
sign
of
readiness
for
this
course.
Evidence
of
this
respect
is
that
we
do
not
take
words
for
granted
but
seek
to
verify
their
meaning
based
on
the
context.
Another
sign
of
readiness
for
reflective
practice
is
self-awareness.
It
is
important
that
we
know
ourselves
our
thoughts,
feelings,
actions,
assumptions,
beliefs
etc.
If
we
do
not
know
ourselves,
then
it
becomes
difficult
for
others
to
help
us
develop
professionally.
Lets
examine
this
further.
Did
you
read
the
problem
statement
for
this
unit?
If
you
did,
probably
you
noticed
you
were
expected
to:
Look
at
others
and
Look
at
self.
We
sometimes
find
it
easier
to
look
at
others
than
at
ourselves
in
difficult
or
negative
situations.
However,
our
readiness
to
self
examine
is
another
sign
of
readiness
for
reflective
practice.
This
is
why
you
were
invited
to
check
your
behaviour
at
the
start
of
the
session.
But
what
else
should
we
use
to
decide
if
we
are
ready?
Complete
the
Readiness
Profile
below.
This
activity
should
be
useful
as
you
determine
your
readiness.
Personal
Readiness
Profile
Write about yourself using each aspect of the readiness profile included above.
A
self
profile
of
your
knowledge,
skills,
disposition,
values
and
habits
that
are
associated
with
your
practice
as
a
learner,
leader
or
as
an
individual,
communicates
characteristics
EDLM1002
Unit
1
5
that
enhance
and/or
hinder
reflective
practice.
Complete
the
self-profile
on
the
course
page
to
chart
your
own
readiness.
Read
the
list
of
key
terms
on
page
xviiii
-
xxii
-
in
your
prescribed
text
Bolton,
G.
(2010).
Reflective
practice:
Writing
and
professional
development.
Use
the
ideas
from
the
text
to
help
you
to
better
understand:
what
is
expected
of
you
as
a
reflective
practitioner?
What
readiness
for
practice
up
to
this
point
is
about?
One
of
the
objectives
of
this
session
is
for
us
to
analyze
the
meaning
of
LEARNER-PRACTITIONER.
Before
doing
so,
let
us
share
what
this
term
means
to
each
of
us
by
completing
this
activity.
ACTIVITY
1.2
PERSONAL
PERSPECTIVE
(a) What
does
the
term
learner-practitioner
mean
to
you?
Illustrate
your
definition
using
a
comic,
a
cartoon
or
any
other
visual
and
provide
a
brief
explanation.
Share
your
meaning
with
others
by
posting
it.
CLICK
HERE
TO
POST.
(b) Analyze
your
definition
and
selected
definitions
of
other
members
of
our
community.
Share
your
findings
in
our
discussion
forum.
(c) What
have
you
concluded
from
the
discussions?
Lets
see
if
there
are
similarities
and
differences
between/among
our
perspectives.
Negotiating
Meaning
In
this
course
we
have
to
agree
on
a
perspective
of
the
term
learner-practitioner
so
that
working
or
learning
together
will
be
less
tedious
due
to
misunderstandings
that
may
result
EDLM1002 Unit 1
from diversity in meaning. In starting this process, let me share my definition and analysis of the term learner-practitioner from doing Activity 1.2. I have chosen an equation (mathematical expression) to represent my perspective of the term learner-practitioner. Maybe my representation seems quite simple a taken for granted approach. But what does it mean?
Note that the terms learner and practitioner are still unclear. By elaborating on my equation I try to bring greater clarity.
Learner An adult who values learning or development of all aspects of their life and voluntarily applies knowledge, skills and appropriate attitudes in order to achieve
EDLM1002 Unit 1
personal and communal goals that are acceptable by the society . These learners also construct new knowledge to help in making their context better. Practice The process of engaging in the various activities (routine or random) that are pertinent to achieving personal, communal goals in formal, informal and non-formal settings or context. These settings include the home, community (local and/or global), workplace and institutions of learning. Learner-Practitioner By integrating ideas from both terms, I create a definition. My approach is described as a cognitive strategy as I have analyzed the word and have used the meaning of the key words it contains to formulate my definition. Lets read my definition.
LEARNER-PRACTITIONERS:
Adults
who
apply
what
is
being
learned
in
the
various
settings
in
which
they
have
to
function
or
work
to
achieve
goals
and
do
so
as
a
norm
or
natural
way
of
behaving
in
order
to
improve
themselves
and
their
context.
8
EDLM1002
Unit
1
ACTIVITY
1.
3
Compare
various
perspectives
shared
in
our
learning
environment
and
record
your
findings
in
the
table
provided.
Table
1.
2.
Similarities
and
Differences
among
Perspectives
of
Learner-Practitioner
Similarities
among
Perspectives
Differences
among
Perspectives
1 2 3 4
1 2 3 4
In
completing
the
table
you
may
have
focussed
on
similarities
and
differences
in
terms
of
the
meaning
conveyed.
In
another
unit,
we
will
examine
the
importance
of
paying
keen
attention
to
the
meanings
we
give
to
words
or
the
definitions
we
accept
and
use
as
guides.
When
we
examined
the
EDLM1002
Unit
1
9
definition I shared, we should notice that it is explanatory. However, it has prescriptive value if we choose to apply what it implies. This means that if we examine ourselves in light of the implications of this definition, we may have to modify our readiness profile if we did not consider the characteristics of the learner-practitioner. From the definition I have shared, the characteristics that are implied are as follows:
Learner-practitioners:
i.
Possess
the
characteristics
of
an
adult
learner
ii. Are
learning
oriented
iii. take
initiative
to
apply
what
they
are
learning
iv. learn
in
a
variety
of
settings
and
not
just
formal
ones
v. value
development
of
self,
others
and
their
environment
ACTIVITY
1.
4
Read
Brookfields
(1995)
characteristics
of
the
adult
learner
and
discuss
the
implications
of
his
perspectives
for:
(a) Interpreting
the
definition
of
learner-practitioner
(b) Recommending
a
definition
for
learner-practitioner
that
we
should
use
as
a
community
or
group
(c) Expanding
your
profile
in
terms
of
readiness.
(d) Extending
the
list
of
characteristics
in
Table
1.2.
SESSION 1.2
Overview
During
this
session
we
will
be
looking
more
closely
at
your
readiness
profile
for
you
to
learn
more
about
yourself,
understand
why
this
activity
was
included
to
help
you
determine
your
readiness
for
reflective
practice.
At
some
point
during
the
experience,
you
will
have
to
decide
based
on
data
from
your
profile,
whether
or
not
you
need
to
invest
in
your
development
as
a
person.
Learning
Objectives
By
the
end
of
this
session
you
should
be
able
to:
1. Identify
areas/domains
of
development
that
your
profile
emphasizes.
2. Explain
the
purpose
of
a
personal
profile
in
helping
you
to
assess
your
readiness
for
the
course.
3. Identify
any
need
for
personal
development
that
you
would
like
to
address
as
a
learner-practitioner.
EDLM1002
Unit
1
11
Exploration
Time
ACTIVITY
1.5
What
do
we
mean
by
domains
of
development?
Here
is
an
activity
to
help
you
to
think
about
this
question
and
provide
an
answer.
Carefully
analyze
the
image
below
and
note
what
parts
of
the
human
body
(internal
and
external)
are
affected.
Now
compare
the
parts
you
have
identified
with
your
readiness
profile.
What
do
you
notice?
I
am
feeling
so
happy
-
I
am
running
faster
and
faster.
Image
sourced
from
Microsoft
Clip
Art
2010
Maybe
you
realise
that
the
person
in
this
comic
is
thinking
about
a
change
he
has
noticed
in
his
physical
ability.
This
change
is
also
causing
a
feeling
of
happiness.
But
what
parts
of
the
body
could
thinking,
feeling
and
physical
ability
represent?
By
now
I
am
assuming
that
your
answer
showed
that
thinking
is
connected
to
the
HEAD,
feeling
to
the
HEART
and
physical
ability
to
the
LIMBS
or
MUSCLES
or
those
parts
responsible
for
MOVEMENT.
Notice
that
I
did
not
link
any
of
these
behaviours
to
the
brain.
Why?
I
was
thinking
that
the
brain
is
connected
to
all
parts
of
the
body
and
is
responsible
for
our
capacity
to
think,
feel
and
act
overtly.
So
our
body
is
designed
for
each
part
to
work
harmoniously
and
not
in
competition.
So
to
isolate
and
limit
the
brain
to
thinking
only
could
lead
to
misconception
or
its
relationship
to
other
parts
of
the
body.
Despite
the
interrelated
nature
of
the
body,
we
often
work
at
improving
the
various
parts
of
ourselves
as
a
normal
way
of
life.
In
terms
of
12
EDLM1002
Unit
1
our HEAD, HEART and PHYSICAL ABILITY, what are we trying to improve or develop? From your readiness profile, you probably noticed that knowledge, attitudes and skills are included. These elements of our profile can be linked to a main part of our body and indicates that we should be aware of our capacity to think, feel, and move or act. This means too that we should be working to improve our capacity in all these areas and so should take care of the mental, emotional and physical aspects of the SELF. If we do so, we can keep in peak condition and perform well as learner-practitioners. We will now look more closely at how our skills, knowledge and attitudes are connected to head, heart and physical ability by examining the case scenario that follow.
EDLM1002 Unit 1
13
ACTIVITY
1.6
Case
Kaveen
is
a
table-tennis
player
who
loves
the
game
so
much
that
she
practices
everyday
to
improve
her
speed
and
the
techniques
that
can
make
her
more
competitive.
Her
knowledge
of
the
game
has
been
improving
as
she
uses
her
mistakes
to
identify
what
she
needs
to
study
about
the
game.
Sometimes
she
talks
with
her
coach
and
her
team-mates,
watch
videos
of
the
sport
or
read
literature.
Her
coach
noticed
that
she
understands
the
game
but
has
three
major
problems.
Firstly,
she
has
been
focusing
on
the
technical
aspect
of
the
game
and
ignoring
other
important
principles
for
success.
Secondly,
she
tends
to
start
her
game
at
a
slow
pace
and
work
at
building
speed
instead
of
starting
with
high
energy.
Thirdly,
whenever
she
is
playing
and
is
jeered
by
her
competitors,
she
tends
to
give
up
and
if
her
team-mates
or
fans
are
not
shouting
words
of
encouragement
she
loses.
Kaveens
coach
began
to
wonder
how
he
can
help
her
to
improve
in
terms
of
knowledge,
skills
and
attitude.
He
decided
to
share
his
concern
and
invite
her
to
work
on
a
plan
to
improve
her
profile.
She
would
start
by
completing
the
table
below
using
the
following:
Examples
of
my
SKILL,
KNOWLEDGE
and
ATTITUDE
to
work
on
and
possible
steps
to
improve.
14
EDLM1002
Unit
1
Table 1. How I will improve my Profile Coachs Questions Interpretation of Questions Answer to questions from the coachs concern ---------------- Parts of myself to work on (domains) Mental Example of skill, knowledge and attitude to work on ------------ Possible steps to improve self -------------
What is going on in your head when you are playing? What is going on in your heart when jeered? What do you notice about your physical ability that prevents you from winning many times?
Think about your reaction to your feelings ---------------- Think about your pace. ----------------
Emotional
------------- -----------
------------ --------------
Physical
Focus
Question
(a) Complete
the
table
based
on
what
you
think
was
Kaveens
response.
(b) Compare
your
answer
with
the
assigned
readings
for
this
unit/session.
Share
your
response
by
posting
it
in
the
discussion
forum
and
by
commenting
on
other
persons
response.
From
your
readings
and
discussion
you
probably
noticed
that
there
is
no
one
way
to
classify
the
self
into
domains
of
development.
The
aspect
of
our
profile
that
is
concerned
with
thinking
(HEAD
WORK)
is
called
the
mental
or
cognitive
domain.
That
which
is
concerned
EDLM1002
Unit
1
15
with our FEELINGS or EMOTIONS is the affective and that which pertains to our PHYSICAL and PHYSIOLOGICAL aspect of self is the psychomotor (Bloom & Kathwohl, 1956). It is important to remember that when we examine our emotions we also consider how touch and smell affect our feelings. We should also realize that we have skills that are not limited to the physical domain. Some skills are mental (cognitive) and are called thinking skills. Some of these include problem solving, critical thinking and creative thinking. We also have social skills which are associated with the affective domain. These include inter-personal skills (how we relate to others) and intra personal skills (how we manage our emotions/feelings). Table 2.2 summarizes this information for us. Finally, although we have different domains and each serves a unique function, we must remember that they are interrelated. This is why we should do our profile to get a better picture of the domains we have emphasizing and see if we have been neglecting any. If we are guilty of over- emphasizing one, we need to change and find ways to encourage total development of ourselves.
ACTIVITY 1.7 Look back at your learner-practitioner profile and your readiness profile. What domains of development have you addressed? How can you use Kaveens case for your benefit?
If
you
are
to
develop
as
a
learner-practitioner
you
have
to
be
aware
of
your
strengths
and
limitations
and
like
Kaveen
you
should
decide
on
strategies
to
improve
the
limitations
and
make
the
best
use
of
your
strengths
and
work
at
either
maintaining
or
improving
them.
You
should
also
engage
in
activities
that
will
help
you
develop
continuously
as
a
normal
way
of
life.
So
if
you
are
interested
in
addressing
any
limitations
you
notice
about
yourself,
then
probably
you
should
begin
to
search
for
answers
by
reading,
discussing
the
matter
with
persons
you
trust
or
share
with
members
of
this
community.
As
you
modify
your
profile,
16
EDLM1002
Unit
1
you will begin to see how ready you are for the possibilities and the demands of reflective practice. Before the course is finished, you should have a collection or record of evidence of who you are as a reflective practitioner.
In closing, If you read the preliminary pages (xiv xvi) of your prescribed text - Reflective Practice by (Bolton 2010) and Blooms Revised Taxonomy (2000), you should realise the importance of a personal profile as a learner-practitioner. While Bolton speaks about the gaps and habitual boundaries that become hindrances to our development, Blooms Revised Taxonomy indicates that place of self-knowledge (metacognitive knowledge) in solving problems. While we may not be used to self-exploration, we will have to challenge our habits that limit us from using self-knowledge in a strategic way. As we continue preparing for reflective practice, this may become clearer. Note also that if you have doubts about the relevance of a profile to your development as a reflective practitioner, this too will unfold as you engage in the learning activities and become accountable and responsible for your learning as implied by Bolton (2010).
EDLM1002 Unit 1
17
SESSION 1.3
Introduction
This
session
will
challenge
you
to
assume
a
sub-role
of
the
reflective
practitioner
a
record
keeper.
You
will
also
begin
to
analyse
your
experiences
and
assess
your
readiness
in
light
of
this
role.
Learning
Objectives
By
the
end
of
this
session
you
should
be
able
to:
Record
the
thoughts,
feelings
and
actions
you
have
experienced
as
you
attempt
to
achieve
the
objectives
of
the
unit
Exploration
Time
In
previous
sessions,
we
have
learned
the
importance
of
sharing
or
negotiating
meaning.
In
analyzing
the
objective
for
this
session,
one
term
that
we
have
not
discussed
before
seems
to
be
glaring
at
me.
What
could
that
term
be
and
what
does
it
mean?
Lets
see
how
you
will
manage
the
following
activity
before
we
examine
this
term.
18
EDLM1002 Unit 1
Activity 1.8
(a) How successful have you been in achieving the objectives of unit one (1)? (b) What was the experience like? (c) Record your answer to these questions in the journal provided. Be as thorough or provide as much detail as you can in a single attempt.
Lessons from Activity 1.8 Did you struggle to record your experience? For you to answer yes or no, you must have had a meaning for the term experience. While I cannot confirm that you discussed your meaning with other members of our learning environment or compare with published ones, I am assuming that for you it was about one or more of the following: Situations you encountered Recollection of knowledge, skills or attitudes used Observations you made Activities you engaged in
What could you add to this list from the definitions of experience you may be found from your readings? Having clarified the term experience, we will now deal with whether or not recording of the experience was a struggle for you. If you answered yes to that question, then you may be among those persons for whom recording of experiences is not the norm. This may be because you do not enjoy writing or keeping diaries or storing your past as data. If we are to improve as learner-practitioners,
EDLM1002 Unit 1
19
however,
data
about
ourselves
become
very
useful
and
add
to
the
credibility
of
our
claims.
These
data
may
also
be
used
to
tell
our
stories
of
the
experiences
we
have
had.
As
we
journey
through
the
course
together
we
will
find
a
variety
of
means
for
recording
our
experiences
and
the
stories
they
tell.
Hopefully
you
will
be
able
to
select
an
appealing
alternative
to
writing
text
only
but
we
will
explore
these
in
another
unit.
What
we
will
do
now,
is
analyze
what
you
recorded
as
an
answer
to
Activity
1.9
ACTIVITY
1.
9
Check
the
contents
of
your
recorded
data
to
see
if
you
considered
your:
1. Thoughts
(cognitive)
2. Feelings
(affective)
3. Physical
actions
(psycho-motor)
If
you
addressed
all
aspects
this
means
you
are
emphasizing
what
is
commonly
called
wholistic
or
holistic
development
by
psychologists.
Although
a
psychologist
may
focus
on
a
single
domain,
and
we
may
find
ourselves
focusing
on
that
domain
which
may
seem
more
important
than
the
others,
the
aim
is
to
treat
all
domains
with
equal
importance.
Brown
(as
cited
by
Brandes
and
Ginnis,
(1986)
refers
to
this
approach
as
confluence.
This
approach
signifies
that
we
work
at
developing
ourselves
in
entirety
and
honour
the
interrelationship
among
all
aspects
or
domains
of
the
self.
So,
did
you
include
all
the
areas
of
development
listed
above?
If
you
did
not,
what
are
some
possible
reasons
for
the
omission?
Should
you
reconsider
the
areas
you
considered?
In
20
EDLM1002
Unit
1
looking at the postings by other members of this learning environment, is yours different? How so? Maybe Activity 1.10 below will be useful in assisting you to address these questions.
iACTIVITY 1. 10 (a) What could be other ways of classifying domains of development besides that of Bloom et.al (2000)? (b) Compare your categories with those shared by other members of this course? Comment on similarities and differences.
Visit
this
Website
for
more
information:
http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
Note
that
the
classification
of
human
development
into
these
domains
is
just
one
of
many
and
that
it
is
the
psychologists
perspectives
we
have
used.
Other
classifications
from
a
psychological
perspective
may
be
broader
and
take
into
consideration
spiritual
and
moral
development
as
separate
domains
from
the
ones
we
have
been
discussing.
A
classification
which
includes
these
aspects
of
development
may
be
as
follows:
(a) Physical
development
(b) Moral
development
(c) Spiritual
development
(d) Personality
development
(e) Social
development
(f) Cognitive
development
Each
of
these
areas
of
development
would
be
referred
to
as
a
domain.
EDLM1002
Unit
1
21
If we focus on development from the perspective of our practice or a profession and who we are as members, we may use classifications such as: (a) Personal (various aspects of the self) versus professional (principles and practices associated with our field of study, a discipline or field of specialization). or (b) Private versus Public domain or (c) Biological versus Spiritual (non-biological) Lessons Learned from Session So what are the lessons for us to observe as we look at ourselves and keep working at our profile? 1. It is important to pay attention to all aspects of ourselves (Confluence) 2. There are different ways of classifying domains of development. 3. When we identify a limitation with any domain, we should identify strategies to help us improve or become better 4. We should begin to practice to look at ourselves from all angles. 5. As we keep a record of our development as learner-practitioners, we should document our observations that relate to the various domains.
22
EDLM1002 Unit 1
References
1. Bloom, Benjamin S. & David R. Krathwohl. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York , Longmans. 2. Bloom et al, (2000). Retrieved from http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm July 22, 2010. 3. Bloom, B., (1956), Anderson, L., Krathwohl, D. (2000). Beyond bloom. Retrieved from http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm July 22, 2010. 4. Bolton, G. (2010). Reflective practice: Writing & professional development. London: SAGE. 5. Brandes, D., & Ginnis, P. (1986). A guide to student centered learning. Great Britain: Athenaeum Press. 6. Brandes, D., & Ginnis, P. (2001). A guide to student centered learning. United Kingdom: Nelson Thornes Ltd. 7. Brookfield, S. (1995). Becoming a critically reflective teacher. San Fransico: JosseyBass Inc. 8. Brown, J. (1971). Confluence in education: Integrating consciousness for human change. Greenwich, CT: JAI Press.
EDLM1002 Unit 1
23
i
For
further
discussion
on
confluence
see
Brandes,
D.,
&
Ginnis,
P.
(2001).
A
guide
to
student
centered
learning.
Great
Britain:
Athenaeum
Press.
24
EDLM1002 Unit 1