Focus on the topics
on how to differentiate the complexity and importance of jobs within an organization.
Reflective practice is a strong learning tool that draws on the older (educational) tradition of experiential learning as well as the more recently defined perspective of situated cognition. From experience and research, we know that learning is most effective when people become personally engaged in the learning process, and engagement is most likely to take place when there is a need to learn. We make meaning from new experiences when we create linkages to prior knowledge
Experiential learning theorists, including Dewey, Lewin, and Piaget, maintain that learning that is most effective and most likely to lead to behavioral change, occurs when it begins with experience. In Reflective Practice, practitioners engage in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and others (Brookfield, 1995). The goal is not necessarily to address a specific problem or question defined at the outset, as in practitioner research, but to observe and refine practice in general on an ongoing basis (Cunningham, 2001).
In this journal, list something you didn’t know that you learned in class during the past two weeks. This can be from readings, activities or from another student’s response to a discussion board. Then list why you think this is important and how you may use this new information. This application to your practice may be professional or personal. At the end of the class, you will have a complete list of journal entries, listing a variety of new things you learned and how you plan to use them in the future. To encourage the use of this learning tool, grading of posts will not be evaluative, and only completed / not completed.