Experience:
Experience is all what you need in the real life or real world where you do things, this experience can only be attained by doing some thing. I learnt something new and I got some experience in my field of work through this co-op.
Observations and Reflections:
Observation is the first part of learning something new, when you first see something which is new to you, the first thing the mind concentrate on is observing the whole work like how he does it. Through my co-op program I personally observed so many new things and I also learnt for the task to perform what are the skills I am lacking and what are my strengths and weaknesses in performing the particular task and how those observations can reflect in me and what are the changes I need to make myself to reflect in the exact position.
Development of Ideas:
With the points observed through the learning process one should develop some ideas of their own on how to become success and achieve their goals, as I am
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Abstract Conceptualization
4. Active Experimentation
It was said by Kolbe based on the ideas of Dewey that “Learning is the process whereby knowledge is created through the transformation of experience” (Dewey, 1964).
Kolb states that there are four stages of learning, which are as follows:
• Concrete Experience: Concrete Experience is useful to validate and test abstract concepts, immediate personal experience is the focal point for learning; learning and experiencing things provide concrete experience.
• Reflection: The learner should reflect things, which he learnt through his experience, it is the best way to show his experience on personal basis.
• Abstract Conceptualization: It is getting aware of the situations and concepts, which can be obtained, only through experience where you make the theories of your own.
• Active Experimentation: It is an entirely new way by which you solve your problems. You test your theories and come to a conclusion, whether your theories are working or
Doing that involves an increasing mastery of skills, knowledge, and ideas." (Robinson, p. 119) The mentioned idea can be used to motivate students to participate in the learning process. The same way young children learn playing with others, the older child can do it experimenting and prove their theories. As a teacher is easy to noticed the difference between a lesson that is pure theory, and the lesson that incorporates creative factors. Students present a better behavior during the lesson, participate, interact, formulate questions and get the answers working together without
Success isn’t always so easy. Sometimes there are risks and factors that play along to allow for growth. However; personal development is a lifelong process. It’s a way for individuals to assess their skills and qualities, and consider their aims in life to set goals in order to maximise their potential. In order to receive the best outcome; there may need to be obstacles and challenges in the way to prevent an easy route to reach the top in success.
Kolb’s learning cycle is used to break up the learning process into different stages, such as doing, reflecting, conceptualizing and experiencing (Kurian, 2013, p.162). The use of Kolb’s learning cycle (1984) has a wide impact on the advancements in learning. Within the four stages, the practitioner would have taken part in a task and would have noted down their observations. At this stage the practitioner would have begun to see the positives and negatives of the task that they have just carried out. From then on the practitioner will form new ideas from the observation notes. Later, being able to use these new ideas to plan their task effectively. Once the practitioner has implemented their task, for the second time with the new ideas. Kolb’s learning cycle (1984) begins again. However, Kolb’s model has been criticized due to the fact that it does not give a wide range of detail about the process of reflection, and lacks evidence. It can sometimes be seen as rigid and sequential (Trodd, 2012,
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.
During March 2016, in Stage 1 of the pharmacy degree, I attended a two day work placement in a community pharmacy as part of the Work Based Learning module within the Capability unit. The purpose of Work Based Learning is to increase engagement with learning and to develop skills specific to patient pathways. This will link to Stage 4 of the MPharm course in which the main unit is Patient Centred Care. Therefore, it is imperative that I enhance my patient education skills through my own education.
There are four steps in the process of modeling for observational learning. They are attention, retention, reproduction, and motivation. Attention is when you focus on what the person you are observing is doing. Retention is remembering what you observed. Reproduction is performing the behavior you observed, and motivation is wanting to actually do the behavior.(www.courses.lumenlearning.com) The psychologist that most strongly identifies with observational learning is Albert Bandura. He believed that observational learning was the result of cognitive processes that are, “actively judgemental and constructive,” not merely “mechanical copying.”(Bandura) According to Bandura there are three different models to observational learning. They are live model which is behavior in person, verbal model which is not doing a behavior but explaining or describing it, and symbolic model is when people or fictional characters demonstrating behaviors in books,
"Learning and knowing are integrally and inherently situated in the everyday world of human activity" (Wilson, 1993, p.71). Learning is situated in the context in which it is taught. In other words, the context in which something is learned is very important. The activity in which the learner is engaged in at the time of learning is also important (Griffin and Griffin, 1996, p.293). If the goal of a learner is to solve day-to-day life experiences, they must engage in such opportunities.
As I sit here and reflect on how my education and work life experiences have prepared me for my future in the workplace; I truly become overwhelmed by the amount of things that I have learned and experienced. Like many others these experiences has influenced, motivated, and driven me to make the choices I have made. The good, the bad and the ugliest of them all have helped me to become the person that I am today.
...e, after conducting a lesson, the teacher will directly ask the students to reflect back what they understand from the lesson. Generally, it trained them on how to value or appreciate something from their own sight or opinion. However, we need to know that every student will see things in a different manner.
Exploration and hands on approach aids with learning and retention. The student experiences his subject first hand and there for might get a better understanding what the subject looks like.
When I retired three years ago from the United States Air Force as a Production Superintendent with 25 years of service, I was an expert in my field. During technical school I put in the classroom and study time on book materials and lectures to learn as much as I could. During the hands on experience I watched and duplicated what the instructors were teaching and asked questions when I did not understand. When I actually started working on aircraft and moving through the ranks, that’s when the true learning started. I was learning by experience. As I gained more and more experience I became an expert. Learning by experience is a lifelong learning process of success and failures. One of the greatest learning tools that can be used with life experiences is reflective thinking. As I start to learn and as I progress through my second career, reflection will be an important tool that I will use in what I hope to become; an expert nurse.
Success is something individuals aim for through all stages of life. Succeeding at university may entail passing courses, achieving learning goals and consequently graduating, while gaining some experience and exposure. At work, success could take a different form of gaining a job, accomplishing goals, and seeking promotions. While the definition of success may differ for university students and employees at an organisation, the basic principles and skills required are very similar. Individuals require both intrapersonal and interpersonal perception in order to achieve success, whether at university or work. Skills such as self-regulation, self-monitoring, implementing goals and strategies to achieve those goals, as well as harnessing good communication skills and formal relationships are key factors to success. It is with these perceptions that individuals can gain skills that can help overcome barriers to succeed.
Being in my Personal Development class there has been many success strategies from our On Course textbook. These strategies will be carried on in my life as a guide to my very own personal philosophy of success. After careful consideration the four most appropriate On Course success strategies that will be best of use to achieve success will be to discover self-motivation, master self-management, adopt lifelong learning, and accept personal responsibility. Success is everything you make it out to be, it is accomplishments of your own set of goals and dreams you wish to achieve.
Conceptual Understanding/High-Quality Learning: It is the active information processing, flexible thinking and learning in a conceptual way and less rigid.
For instance, I have learned that just simply reflecting on what I am seeing in the classroom is not enough that I have to comprehend and gain knowledge about the classroom in a more profound and meaningful way, such as relating observations to theories and psychology studies. Also I have learned to reflect more deeply on what is going on around me, not just looking at what is at the surface. I took notes during my observation. I tried to not only write what was happening, but also why it was happening and tried to convey any thoughts or feeling the students, teacher or myself had. Lastly, in my reflection, I improved my reflection skills by asking myself questions, such as, “what would I do,” “how would I do it,” and “how would I react?” Then, I would reflect back on what I had learned throughout the semester to see if I could find the most appropriate