AMP guideline [8]
论文作者:51lunwen论文属性:作业指导 assignment guidelines登出时间:2009-02-05编辑:点击率:19767
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关键词:BackgroundModule TimetableReport FormatThe Module TeamManagement Project
estion
Performance planning and management
• Should be able to plan the task, and meet their own skill-development needs, and gain the necessary commitment from others
• Should be able to manage the task, adapting their
strategy as necessary to achieve the quality of outcomes required
Presentation and Evaluation
Should be able to present the outcomes of the task in a manner appropriate to the intended audience(s) and evaluate their overall performance
The Reflective Report
Based on the preceding model, the following guidelines should be used for assessing the student’s reflections:
• Is the work complete?
• Is the work thorough
• Is the work truly reflective or merely a diarised account of the process?
• Does the work identify both personal and group dynamics and evolution?
• Is there any evidence of linking the reflection to theory?
• Is there evidence of real learning from the dissertation experience?
• Is there any evidence of feedback that might help tutors improve the experience for future students?
Tutors are advised to take a holistic view of the students’ reflections as the work is likely to be presented in a variety of quite different forms.(Hunt.N , 2005)
Appendix 2 - Introduction to Reflection
Used with the permission of the author Dr Chris Johns, Faculty of Health and Social Science, University of Luton Edited by Ann Mathews, Luton Business School Aim of the booklet To increase understanding and utilisation of the reflective process
Objectives
By the end of this booklet you should be able to:
1. Define reflective practice.
2. Describe the process/stages of turning reflection into learning and Identify the skills required to engage in reflective practice.
3. Recognise strategies, which may promote reflection as a learning tool.
Reflection
Can be defined as: a technique for turning experience into learning or a way for individuals to become self-reliant and problem solving.
Other definitions:
Kolb (1975) said reflection is central to the process of turning experience into learning.Boyd and Fales (1983) suggest that: 'The process of reflection is the core difference, whether a person repeats the same experience several times between becoming proficient in one behaviour, or learns from experience in such a way that he or she is cognitively or affectively changed.'
Rogers (1986) said it was using one’s own experience to provide learning, he said that self-initiated learning concerns the whole person, both feelings and intellect, and in this way the learning becomes lasting and pervasive.
Reid (1993) said 'a process of reviewing an experience of practice in order to describe, analyse and evaluate and so inform learning from practice' (p 305)
What is Reflection?
The complex and deliberate process of thinking about and interpreting experience in order to learn from it - a conscious process.
Reflective learning is the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective (Boyd and Fales 1983).
Reflection Introduced
So often in our every day lives we get caught up with the pressures and demands, we react to situations automatically and find little time to reflect on what we are doing and why. In daily life or on a demanding course students a
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