In our group, there is no obvious leader, each one of us at some point, discovered our own capacity for leadership. However, this was never giving direct orders to one another, rather it worked based on democracy. We are all very good listeners for what is needed in the moment, and expressed ideas such that they occur as opportunity for others. In my past group work experience, there will always be one person who acted as the leader for most part of the project, what separate us from that is that
Reflection of the Group 5 Project Jennifer Thoman Wilkes University Reflection of the Group 5 Project This is only my third class in the Wilkes Instructional Media Program but I can say with certainty that it was the hardest. The class is about Project Based Learning so it only makes sense that part of it would be doing a project. But doing so on the computer with people you have not met and probably never will meet makes it hard. Add to that the fact
characteristics of effective groups. What are some of the characteristics of ineffective groups? There are a few key features common in a group regardless if it is an effective to ineffective group atmosphere, communication, leadership, decision making, and criticism. How these features are handled will in fact decide if a group is effective or ineffective. In an effective group the atmosphere is informal, engaging, relaxed, open, and comfortable. An ineffective group will be formal, disengaged
opportunity to provide service to others. Some programs of assistance are community service, youth service, national service, student volunteerism, and service learning (Witmer, & Anderson, 1994). According to Smith (2003), community service learning projects are opportunities that involve complex problems, real-life contexts, and exposure to people who possess wide expertise and resources not found in schools. Witmer and Anderson, (1994) suggest that service learning provides the solution to the problem
NUR 605 Clinical Practice Immersion: Clinical Immersion Reflection Paper The Clinical Practice Immersion course provided an opportunity for focused clinical practice in APRNs level of practice. I was allowed to engage in a specific area of practice that was of my interest to experience practice in a new and challenging surrounding. The Clinical Immersion Reflection paper was to simply describe my clinical immersion topic selection, the development of the clinical immersion experience, and its’ relation
("Information and Software Technology Years 7–10: Syllabus", 2003, p. 15-30).This course covers the following optional topics: 1) Digital Media, 2) Database Design, 3) Software Development & Programming and 4) Internet & Website Development. The projects or tasks associated with the optional topics incorporate the core topics listed below: C1- Design Produce and Evaluate, C2-Data Handling, C3-Hardware, C4- Issues, C5-Past, Current and Emerging Technologies, C6-People, and C7-Software. The prefix
Reflection involves stages of critically analysing experiences of practice in order to elucidate, examine, assess, and so inform learning about practice (Reid, 1993). Boyd and Fayles (1983) conceptualised reflective learning as the skills acquired by an individual to internally inspect and investigate an area of concern that is most likely provoked by an experience to generate and explain its meaning in relations of self, which may lead to an outcome of an improved theoretical perception. Both of
harmony in the organization. This is a reflection of the F preference. Overall, it is a matter of certainty that my personality type as an INFJ gravitate towards ensuring that my leadership capacity in the business world or in my organization is strong (Anastasi, 2012). Similarly, in school, I crave an independent work environment for studying and reflecting on my work. As an INFJ, it is not very convenient to have a successful reflection in the midst of a group. This again reflects the “I” preference
lesson. In addition, we will examine how the use of differentiation can be use in this unit to address the needs of all the students. This paper will also address how assessments promote student learning. Finally this paper will show how the use of reflection thinking, manipulative and materials helps students develop a sense of science and fractions. The 12 Science Processes This unit on the apple life cycle includes the use of the 12 science processes in the following ways: the use of observing
aspect; however, there is still room for my further growth . Therefore, the purpose of this essay will be to conduct a critical reflection on the learning process that I have experienced during this particular module. The subsequent paragraphs includes a detailed description of certain important modules in the course and their outcomes. According to Taylor (2000) a reflection is the throwing back of thoughts and memories, in cognitive acts such as thinking, contemplation, meditation and any other form