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9 inquiry skills
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1.0 Introduction A reflection log is, in essence, a personalised learning resource. This reflection log will showcase the thinking and learning skills I have developed from module (IS6136 - Professional Practice Skills), which is underpinned by a peer learning system. As part of this peer system, I was encouraged to discuss and share my thoughts, as well as to develop my reflection log in a collaborative way. The reflection log helped me to extend and further my understanding of the material presented. Section 2.0 of this log will discuss five major takeaways from this module, in light of the learning expectation set by the lecturer. Section 3.0 will conclude the reflection log. 2.0 Key Learnings Each log (See Appendix) has provided a unique learning opportunity to enhance my …show more content…
We evaluated 3 frameworks; The E-commerce Value chain, Porter’s Five Forces and SWOT. Based on pros and cons of each, and decided to go with “SWOT”. • I have also improved my creative and critical thinking skills. For example, the use of infographics in the conclusion of our presentation helped to filter down all the macro details mentioned in presentation into an easy to read format. 2.3 The Art of Effective Questioning and Answering I have learned various new effective ways to ask questions to the presenters as well as to answer questions as a presenter from this module. The art of learning effective questioning and answering are mentioned below in bullet points. • Avoid closed-ended questions which subsequently result in short or single-word answers. Examples of open-ended questions are included in the appendix. • Ask probing questions, which means the question posed must be well supported by an argument. • Always ask open-ended questions to obtain deep, meaningful, and thoughtful answers. Examples of open-ended questions are included in the
The wording of a question may lead you to believe information that is not true, because it may be incorporated in our memory, this is called a false memory. Because a person cannot remember every detail in a situation, they have to rebuild their memory with subsequent information, this being either through prior experience or influenced memory. Open and close ended questions are important in interviewing, but each should be used at a specific time in an interview. Open ended questions should be to gather information and closed ended questions should be manipulated to confirm information. The start of an interview is when open ended questions should be used. This is because open ended questions help recall information and provide triggers for witnesses. Through open ended questions, the mass of information is given throughout the interview process. Close ended questions should be
Upon reflection of Module QF5000 I have improved my ability to work collaboratively, acknowledged my own management style, made changes to both my own practice and my setting and contributed to the continuous professional development of my colleagues. I have learnt that my strengths are organisation and leadership and that public speaking is an area I would like to improve upon. My ability to reflect has facilitated change that will ultimately improve my practice as an Early Years Practitioner.
McClish, Mark. “Susan Smith” http://www.statementanalysis.com/susan-smith/ Advanced Interviewing Concepts. May 6, 2002. Web, Feb. 7, 2012
education. Doing the interview, I had some target questions that I wanted ask. I asked the
Reflection is the process of reviewing an experience in order to describe analyse, evaluate and so inform learning about practice (Reid 1993). There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolb’s (1984), and Gibbs (1988).
Furthermore, my presentation has allowed me to self-evaluate myself and has helped me understand my strengths and
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
In this paper I will be covering and analysing personal and professional development. Four respective patches have been undertaken for this module which addressed. Professional development plans, reflective practice, mentoring and supervision and the critical reflection of learners in the learning process. The first patch is talking about the use of Personal Development Plan enabling learning and development in professional practice. The second patch is discussing and evaluating the effectiveness of reflection, by promoting learning and development in professional practice. The third patch talks about mentorship, supervision and learning styles in the workplace. Lastly, the final patch discussed about the commitment of the student in the learning process. As well, right the way through this essay, the quotes from the patches will be used in bold.
Reflection is a significant component of pre-registration education (Davis et al.2000). Hillard (2006) claims that for practitioners to learn from an experience they need to go beyond description and should reflect on their experiences in practice as this could potentially uncover any underlying influences, motivations and knowledge. Reflecting on an experience could then be identified as a process to bridging the gap between theory and practice (Bulman & Schutz, 2004).
Reflection encourages the student to acknowledge and act upon their strengths and weaknesses in their ability to make clinical decisions (3). As the student reflects it allows them to focus their attention on areas where they have both succeeded and struggled in the clinical setting and apply direct relation to how much knowledge they have gained from the experience (3). Furthermore, whilst it also also allows the student the ability to pose questions, seek clarification of specific events, find meaning and discuss matters of concern and interest with their preceptors in their reflective writing (3). Nonetheless, it is not until the student has achieved the additional knowledge that they will fully understand the limitation of their own practice (3).
Help improved my clinical skills and professional development, made me proactive and thus have learnt that reflection is an important tool for student nurse to improve on their practice.
...n. In this regard, this question allowed his clients to ponder and elaborate on information they were clueless about and to be more understanding of each other’s needs (Laureate Education, 2010).
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work in see what areas I lacked in and where I succeeded. Some of the skills I had shocked me as I didn’t think I had those capabilities in me.
I want to teach students more than just the material; I want students to be able to apply skills learned in the classroom, to the real world. An important factor in teaching is to teach life skills as well as giving students the tools to survive in the real world. Teachers are like role models; at least we should look at ourselves in that way. Our job is to aid our students in becoming functional individuals in society and our experiences can be used as a guide. Taking an active part in my students learning is essential to me. Posing questions encourages students to think. This gives the students an opportunity to analyze, discuss, synthesize and apply the material in real life.