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Reflection on work experience
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Before taking this capstone class, I was vaguely aware of what how the expectations were set up. With anyone capstone course, some people wanted to share their experiences with me. With this class AOD 4396 Field Research: Practice in Professional Settings many former classmates of mine who told me about their experiences with the class. Before the class had started, I was thankful to hear about the experiences and appreciated the advice I was given. In hindsight, I feel the information was superficial. It is one thing to hear about other people’s experiences and another to experience the class myself. From the teamwork discussion with my classmates both inside the classroom and outside I gained a new viewpoint on asking for others to critique
or even review my writing. Prior to this class I always felt that gaining other’s insight on my work was useless. To me there was a very strong difference between asking on how someone else to start a writing a paper and having them read my work. I am not saying that proof reading is not important because it certainly is, especially for me. This class has shown me the true value of having others critique and make suggestions about me writing. From the papers I received back with feedback I have come to terms with the fact that I need to write clearer. All throughout my time in college, I found myself to be okay with organization myself whether this is for work purposes, classes or my personal life. I use my organizer all the time which has shown to be helpful. From my semesters, prior especially this semester I learned a harsh lesson that was: when I focus so much on due dates I will get caught up in dates and worry myself. After rereading my finalized professional development plan, I have the intention to stick to it. I have realized that I enjoy my time working for student services as an Owl Ambassador There have been numerous times where it has been difficult for me to acknowledge this because there are times when work is slow, and I feel useless. Yet when times at work are busy and there are prospective freshman coming to visit Temple
...ous coursework to fit the need of the capstone is what I have included in order to get the most beneficial information from this SPCC assessment. With ALU continuing to maintain full accreditation and the SPCC continuing to be an efficient, and ever evolving course, it would be wise and beneficial to keep it up to date. As I have learned throughout the semester, conducting an assessment is not a simple task, but if careful planning takes place then successful assessments and redevelopments can come to completion. I believe that ALU has done a great job in planning and getting the SPCC established; now it must keep the bar high. I did not realize such a great deal went into the assessment of a 40-hour course. This is simply a great example that all aspects and knowledge is important and necessary in order to successfully complete a project of this degree.
In Feedback as a gift, Friedrich makes some good points about how to give and receive feedback.
Before this course, there were many rumors about how it progressed and what would be taught. So at the beginning, which was not so long ago, these rumors were percolating in my head and have created a sort of stigma concerning learning about social context within clinical practice. I hope by the end of the quarter this set of rumor is put to rest and there is much learned to apply to my current and future clinical practice.
When someone asks “do you mind if I offer you some feedback?”, you immediately think that you did something terribly wrong. You don’t know whether to feel proud or to feel ashamed, or even feel like you’ve been attacked and need to defend yourself as much as possible. Difficulty with accepting criticism is nothing new; in fact, it is more common than you think. We are often criticized after completing anything from simple tasks to the most complex projects we can accomplish. Common examples of what we are criticized for are: work ethic, creative works such as music, television, articles, etc., and for any mistake, small or large, we make during our day-to-day lives. Anybody can give constructive
This reflective essay will lay emphasis on one of the learning needs I have developed during my two week taster placement in hospital. Reflection helps an individual build upon their skills and makes room for self-criticism as he or she can contemplate upon actions and make relevant changes (Taylor, 2000). I will be applying the “What”, “So what” and “Now what” model of reflection by Driscoll (2000) in this piece of work because it is a more coherent and comprehensible approach to follow when writing a reflective account and is also an easier guide to writing reflections. The learning need I chose to reflect on from my learning plan is having a better understanding of diabetes and the 6 basic medications used in treating the condition since it is a common illness on the ward I am have been allocated on for my first placement. The timescale set for achieving this objective was by the end of my two week placement that is from 27th January to 9th February and I achieved it with the help of a host of factors. In this assignment, all the names of the patients and wards have been omitted and indicated with letters and numbers for confidentiality reasons as stated in the Nursing and Midwifery Council (NMC) code of conduct (2008). The paper will primarily touch on the type 2 diabetes and furthermore on the achievement on my learning need.
When many people write, including myself, they get attached to their writing. Although writing can be a personal thing, I’ve learned that it is important to step away from your paper, and take the feedback on an objective level. The first time I got feedback, I had an overwhelming urge to defend myself. I remember reading that my introduction wasn’t complete, and that my evidence wasn’t properly introduced. I wanted to walk up to those who critiqued my paper, and spit right in their faces. ‘How dare they say bad things about my paper?’ I thought to myself. From here, I went back into my essay, and looked at what they had told me were errors. It was then that I realized that they were right. My introduction needed more background information, and my evidence should have had more of an introduction. They weren’t trying to be mean; they were just helping me receive a better grade, by looking at my essay through an objective view. Now, I go out of my way to ask people for feedback, and tell them to be honest. I want my paper to be the very best it can be, so it isn 't helpful when people hold back. I now understand that those giving feedback aren’t insulting me, or the paper; they are just suggesting ways to improve, or enhance my ideas. Giving and receiving feedback is a hard, yet important skill to learn, and hope to continue improving in this
In critiquing an interprofessional team, an aspect that one does not often see especially in teams
What is the most important concept that you learned in this class? Write this for a reader who is unfamiliar with the concept.
...epress critical feedback because of social norms set forth in our culture. Fay, Jordan, and Ehrlinger (2012) state, “After a friend’s imperfect piano recital, we might keep our critiques to ourselves and, instead, imply that we enjoyed the performance immensely”(p.206). A little bit of criticism does a lot more good than a lot of empty praise. The Dunning-Kruger effect will continue to plague our society as long as we keep following social norms that encourage misleading feedback.
I am not going to lie this class was my hardest it felt like I didn’t know what was going on at all time. It not like I wasn’t learning anything in there is just that I didn’t really get the class at all. Every time went on Capsim to do work I never get anything do because I didn’t know what I was doing. Is not like I didn’t like the class the class I just us doing the Capsim online was hard for some people because they didn’t know what to do. Next semester I think the class should be thought like microeconomic because more people we will it better. Another idea I was thinking was we could do a field trip to some business meetings even though I know students in college don’t do feel trip. The feel trip will give us an ideal of what a real
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
...at previously, sometimes in the midst of a discussion, people forget that there are two sides of a story and not everyone has to agree to yours. What we learn from our books or our studies is not what is necessarily important. What we learn from our peers and our professors is what’s important. Learning is more than absorbing fact, it is acquiring understanding, and it is being passionate about the material you are given. Each piece that we have read in class, and each comment that we make impacts a person no matter how little it seems. The education systems focuses too much about effective methods of teaching and not enough about effective methods of learning. However, this course felt like we were learning something instead trying to finish the curriculum. As Albert Einstein once said, “education is not the learning of facts, but the training of the mind to think”.
This course opened my eyes to the importance of dialogue in ways that I had not previously considered. I did not know in counseling you should only talk 30 percent of the time and that the remaining 70 percent should be the counselee’s time to talk. My typical counseling sessions in the past were about 50/50 dialogue. I thought that the counselee needed my opinion. A majority of my sessions included this amount of dialogue, which I am now understanding was not helpful to those people. Even though several people did have great results due to our sessions, they will looked to me in the future for more answers to various problems. This made the counseling relationship more dependent on my advice rather than them talking out their problem
This lesson is designed to review and reinforce a few important concepts about plants (e.g. Needs, parts, sequence of planting) and to also guide the students through applying a few scientific inquiry (e.g. Making observations, experimentation, discussion, reflection, reporting results etc.). The students have previously planted corn and bean seeds and today’s lesson has provided the students a chance to see the results of the planted corn and bean seeds. Additionally, seeds have been planted under and growing under the following conditions: without water, and without soil. The students see the results of these seeds planted under these conditions for the past week. Two plants in particular have already been grown their growth has been
...all group projects and learning activities into our daily practice. Some of the students require more descriptive and corrective feedback to meet their needs during individual and group projects. Those who are performing on grade level may receive more evaluative or improvement-oriented feedback. The higher achieving students may engage in the process of peer feedback to obtain ideas and suggestions.