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Post Placement Analysis Promoting Tools for Reflection. Angela Tomkins University of Gloucestershire 20 th October 2006. Context. Meta…from PDP to CPD Enabling students to think more critically about themselves and their experiential learning through PDP and student peer support
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University of Gloucestershire
20th October 2006
Meta…from PDP to CPD
Enabling students to think more critically about themselves and their experiential learning through PDP and student peer support
Fund for Development of Teaching and Learning Phase 5
To optimise experiential learning
To facilitate reflective thinking on this experiential learning
To promote ‘tools’ to encourage reflective thinking and writing
Employers used to ask potential employees what they had done implicitly, what skills they had acquired. Now they ask what it is that students have learned from their experiences and, implicitly, how well equipped they are to learn and continue learning.
Universities UK (2002) cited in Scottish Funding Councils for Further and Higher Education (2005)
Student Employability Profiles A guide for Higher Education Practitioners (2005) The Higher Education Academy, CIHE Graduate Prospects
The art of reflecting is one which causes us to make sense of what we have learned, why we learned it, and how that particular increment of learning took place. Moreover, reflection is about linking one increment of learning to the wider perspective of learning – heading towards the bigger picture.
Race, P. (2002) Evidencing reflection: putting the W’ into reflection (ESCALATE Learning Exchange) http://www.escalate.ac.uk/exchange/Reflection
Developing a model to enable student progression in self awareness through experiential learning
giving students time management skills and confidence in academic and planning skills for coping with learning in Higher Education
building on skills audits, identifying strengths and challenges and beginning to develop skills in reflective writing and understanding of how one’s own learning occurs
enabling students not only to know and understand themselves but also have the ability to articulate their skills and competencies in the employment market
Introducing the ‘idea’ of a profession and what this means for undergraduates (LR103)
…. Employers’ forum comprising a series of case studies written by employers to highlight skills required in specific workplace scenarios (in progress)
…. Delivered using WebCT and class based discussions
…. Contributes to formative assessment (encourages reflections on case studies in relation to professional requirements of the industry)
Improving reflective writing skills
don’t know what to write
see it as a ‘tick box’ exercise
see it as a waste of time
don’t see the value of learning through reflection
In busy work environments “R cards” give students a tool which helps them to reflect on real issues and to structure their learning
……and easy to use
With thanks to the Institute of Reflective Practice
Capturing the moment
carried around day-to-day at work
A business size card carried around with you and filled in ‘live’
Concentrates on reflecting on COMMUNICATION skills
Focusing on communication skills
Written communication e.g. emails, reports, business letters, marketing materials
Verbal communication skills e.g. dealing with customers, making an oral presentation
Visualise this scene!
In line with my values
Made me question my values
Single side of A4
What have I learned about myself
experience/motivation and values/confidence
How I learn
What action am I going to take?
What would I like to discuss with my tutor?
How will this impact upon my Personal Action Plan
→to prospective employers
→to Levels 1 and 2 students using a variety of peer support methods
Listening to stories that reveal how experienced practitioners (in this instance post placement students) work with complex situations can provide insights into practice realities as appropriate responses are shared and the skills needed are identified
Mc Drury, J. and Alterio, M. (2003:86) Learning through storytelling in Higher Education London Kogan Page
Angela Tomkins (module tutor for those modules discussed today) email@example.com
John Buswell (Meta project director) firstname.lastname@example.org
Sue Watkins (Meta project manager) email@example.com