Eric+Ramaz

=BAPD=

Margaret Harris tutor

e s  jj  l  v  mm  ww  mm  k  e  d u01egr5 that was the icebreaker the claim of prior learning can be done until the end.

**time frame for the BAPD**

September 2010 Jan 2011 professional dev 3 February march action inquiry June Jan 2012 professional project 3 July 2012 graduation

**Workshops**

Time tutorials will have to requested, can also be paired

10 September morning 8 October morning and afternoon 19 November morning and afternoon the 2 afternoon are for the tutorials.

A course about reflection, becoming a reflector...increasing understanding

The Reflection Handbook will have to be read and reflecting on it and even criticise

**3 core books:** Moon Schon The books have been ordered at the local library, Moon's book was available

Addressing a professional issue...

=The Assessment=

The wider reading is very important to get extra marks...research on your own, a wide range...

also current research should be used for example to show people with slightly different views

the professional contexts The first 250 words: condense it

exploring to your practice

Thinking about the challenges being critical and analytic put some depth in it, tell about the issues give reasons the critical analysis is the most important part

don't tackle too many issues but in depth.... It should be very detailed explain what steps you are going to take, decide on all the details describe them all, date should also be mentioned what about the skills I need to achieve the objectives be succinct and to the point

using a chart may be a better idea, a template, a diary?

Criteria
All criteria must be present

=The changing context= A quote....about changes and adaptability it didn't start today..quote from 1967 things were already changing.(of course, do all generations believe they are unique in their struggle)..that’s my own quote...aha All new technologies are changing so fact

we could look at all the changes in a critical way a teacher must be adaptable...using new technologies

its not only about technologies but also educational, social economic or political changes

=Changes in my area:= New machines in the gym? Not sure about this one.... smart board: you tube, linked to the internet economic changes: funding for students, equipment .. community learning projects,outreach centres, bringing more people into education, education is for the people It has been going for a few years (to be checked), I created it....why? (should I mentioned personal community links,like village youngsters, new generation.... it is now totally stopped. WHY?  The economics....should be checked with management to get __facts__  is it political? support changes in place like kenny's team....the guidance in place at the college,what about the type of students Kenny has to deal with educational: curriculum for excellence, will have a great impact, in particular david is saying (get evidence for quoting) that students will all have to stay in the schooling system until they are 18 need to check what kind of numbers we are speaking about? Without knowing or having any figures I do not believe it will have a major impact. But the question is why did they include such a change, I mean the politics or erudis who have dreamed up this major changes. Could it be economical to keep this young people in the system? Will it make any difference to them when leaving colleges? (must chat with Kenny or his assistant) social: the economy could and must affect it all, less staff are used to give help due to the economic lack of funding s, where is this come from? more divers groups, are coming to education, for example to NC adult having to come back to education policy changes affect it all, with the policies implemented by political group.... the recession.......
 * What about my project: link between the college and the primary schools.**

edutext: messages services to the student..communication, information moodle..and VLE. Should moodle be questioned in my assessment the dark side of technologies is technologies creating barriers for some people, less care ?

=Changing in my practice.=

Technologies, face book wiki smart board funding s being cut back...recession students? Staffing teaching in primary schools (could this be used in this assessment) and the lack of funding now, the possible impact to staffing international students and changes again with the government wanting to stop international students going to the country and staying though the colleges. enrolment online but still staff must use their own recordings online registers present but staffs still use their own recording in order to prevent problems at later dates lecturing is not done so much due to changes to us becoming facilitators and learning together..no traditional lecturers, well that’s one opinion, personally I see in my working practice many lecturers still using regularly “traditional” lectures (should it be mentioned) teaching strategies are changing due to our students changing as well, group work instead of awareness of being political correct due to international students being more present in our colleges dynamics of groups are changing daunting to the teachers to adapt to this new breed of students special needs are getting extra support for example dyslexic students at college level and then when they go to university it can be much harder to study and or the working place may not have the structure to cope with this learning disability safety net...should it be remove? The students seemed to be kept into an artificial world ( is it something worth investigating and linked to much deeper problem like the theory of civilisations changing **now that would be a different approach? What about evidence?**   **What Are we becoming?** **Can I draw a parallel with other civilisations?**

A society which some imbalanced with the mind used so much more than the body... The help the students get, spoon feeding through the all system and funding themselves with nowhere to go  inclurer v excluder

origin of this changes? Reasons for them and how I feel about them
Challenging young students coming to colleges who do not really want to be there cut back coming to education will funding to students is less available what the pass rate and pressure on having results cut off dates are affecting us for funding and Somme absences not tolerated any more by students the 90 % cut off why was it changes impact of funding system into the educational system link between university and colleges and students VQ and HN needed to go to universities this idea that everybody should make it and pass or able to work ? Is it right?

conflict between our own believes and being politically correct

why reflecting and do we reflecting acknowledging that we need to do some reflecting

so the changing:

the groups, clients community new needs?

some of my groups of students have been international for the past 5 years, they have brought interesting new blood into the group, they were in fact becoming a great percentage of my classes, (which was resented by some staff members, there feeling being that we should firstly provide to the local population). This is now changing fast with the government looking to start restricting entries to Scotland.

My employers? Policy...re-organisation....rationalisation....

government local or European policy...direct and indirect

research...the profession itself.....

my own initiative.....

other sources? ….surely I could find another possible one, what about the cycling of civilisation?

Reflection on the basis on which the changes have been made

what about a pattern....an interesting question, of course I can now draw on 15 years of experience but is it enough and am I not still lacking the necessary reticule to draw any kinds of conclusion if I only use personal experience am I predestined to make the same mistakes over and over again? Has is been the case during the recent human history, should we look at previous schooling system and the basics which drove them , does it matter? Or do we just exist to prepare (the young) to now,or even better to the future (I think so, now anyway),preparing them to what?...what is our first priority? Survival? At which level? Personal,local,national,Europeans or international?

Having a strong foundation, having educated citizens, responsible etc...is it still a necessity? We move away from the group or clans to survive (or we,yes we have) or we loosing touch with reality...if so does it matter if all is provided, the happiness of the masses, is it all which matters? Are humans ready for all this? Are we not just behaving like children (at least with regard to resources and the planet) what do the politicians know? Is they are primary interested with personal concerns? How can we let them dictate new policies and reforms based on very sighted information and needs.

Is it not very easily to dismissed the incredible impact technologies are having upon the new generation? Look at how fast we are accepting it all for granted, is “homotech” the next link to the evolution of our specie?

My professional knowledge...where does it come from? Trial and error, following examples, my own background as a child Am I not caught into it, into an era, into a philosophy? Into a system? Why do I teach the way I do?

Well I am a constructivist, constructionist learner and teacher, influence by a schooling system which I do not approve but that I feel compelled to reproduce, (like the lecturers) at least at the beginning, caught in a loop as it were.... students expect us still to be teachers...why? Why is it so difficult in my classes to move them away from this expectation? Could it be due to the fact that the are mostly not ready? Because of the type of learners they are or a failure of the educational system?

Lets not forget another theory which could have a major impact on this reflection ….the internet and the changes which it could be promoting unto the brain of some users, I will defiantly need some quote on this one, if required. The way the brain works and the way the internet provide exactly the perfect stimuli face book and the game associated with it...the changes in an older generation is been witnessed by me anyway....so all people are likely to be affected? older people using little game things,are they are becoming as well so easily addicted and how does this impact of my practice? Well, I have people with a definite lack of ability to focus, even on a subject which they like, (maybe a lack of training) with dietary habits let just say puzzling without going into much details at this stage (fat and e's) with a culture which is quickly dawning into its own fat ( a bit strong?) but this facts have definitely an impact unto my practice since they are my students and lets not forget the lack of exercise and new policies which are being implemented at national levels in most western countries. With various results, in particular in the UK (the French seem to be addressing the problem slightly better (we would need quotes on this one)

we don't need the same type

we can make our own definition of reflection relevant to us
Well, reflection leads to adaptation...it is a necessary step for a successful … all the teaching theories .Versus..and the charisma of the teacher.

Chapter 1 and 2 to be read from : reflection...by Moon

follow the work book

keep a reflective journal on thought, will be useful at the end :

this is my reflective journal...

OK, this first day is now finished, we are Saturday 11th, just a day after starting the course... and I just spent, gladly as well, 4 hours doing this. Lets hope that I will be able to use some of it for assessment as well^^ 1907 WORDS

Saturday 18th September got the book from moon, starting reading now.... on page 8 (preface) she gives a few example of words with similar meanings that reflection and mention the fact that this professionals seam reluctant to move outside their confort zone...

on page 9 (preface)she is saying that “assumption and guess work” is mostly what most professionals are using or what they know about reflection “to draw reflection even slightly from the realm of intuitions and instinct,...to abandon its common sense meaning” in page she mention that “conclusion to complicated issues can just “pop up”” question: do I believe that most of the process of difficult reflection is actually done at this subconscious level? (right now I believe so....is it any evidence of it? My experience as human being? What chess reflection?  Critical thinking is mentioned for the first time in page 7 (king and Kitchener) they show an interesting view  on page 8 an interesting sentence...”knowledge is provisional and that the knower is part of the construction of the knowledge”

in page 9 “those who can engage in such activity may promote it without appreciating the difficulties others have when trying to do this” Part of my teaching includes challenging the students questioning the theories we use or the knowledge I present to them. For example the training zone theory....or the warm up and static stretching which was used and taught … also I have usually little luck with student's contributions to the discussions during class time, challenging theories was possibly not promoted in a traditional Scottish schooling system, could the curriculum for excellence make this change? Need to check on line for the new approach....

“learning to reflect is a difficult process”...(p9 Holm and Stephenson) “questioning the given then using reflection to bring clarity to unclear situations.” p8

page 9 wisdom and reflection. They seam to imply that age is related to wisdom and reflection but could I challenge this view and add that younger people are not usually expected to show this caracteristics and would be continuously pushed back by the older “Wiser” generation. The knowledge and experience we can show when older could just be some freedom regained... Young minds have a lack of raw knowledge but their free spirits should not be broken is knowledge so important? How much do we remember?? Zen....quote from the office >> total now: 7.30 + college time = 10 hours
 * 1) stopping now...3 hours 30mn

being a critical reflector is only a frame of mind, it does not require knowledge or years of experience it only needs the daring approach which is often expected of elders or knower. So, how can more younger people develop it earlier?

23rd september

p12 Dewey believes she claimes “motivation for improvement of this skills (reflective skills) is initiated by formal education” p23 end of reading.. In conclusion (of this 2 chapters), it seems that reflection is a part of the thinking process and that this reflection should be critical, not afraid of challenging existing systems. A reflective practitioner construct learning by reviewing this systems, understanding and accepting this theories possibly means that we should be ready to critically review personal existing practices. > p26 “someone could improve their ability by means of reflective observation” she said that about Kolb > reflection is to move beyond current thoughts,ideas or behaviours (Steinaker & Bell) p27 conscious reflection can be used or even possibly taught with the use of questions for example, boyd, fales, steinaker and bell suggest that it is linked and always begins with a problem.
 * 1 hour = 11 hours

I believe that problems can generate conscious reflection but even mostly positive experiences will initiate it, if an amelioration is felt necessary for example and more positive rewards deemed necessary. This conscious reflection I believe will be a starting point but the deep reflection will be achieved during sleep time. Many times I find myself waking up with problems resolved or even waking up in the middle of the night with a much clearer mind and found myself able to solve many problems which seemed much harduous than during the day.

A point before reading chapter 15 in 2.3 (a crisis in confidence in the profession) they seem to assume that we could all be facing it... because of the ever changing environment etc...but do I feel that way? Am I not embrassing it? Loving it? Needing it? Sure we face extra problems linked to the crisis, but personally I have found it to have minor direct impacts on my professional or personal life. I should challenge their approach to life, problems, society: are they not just a bounch of moaners? We are part of one of the most successful society in term of richness, diversity, expansion, communication, travel and people still are not contended I find this era to be exciting, challenging, evolving at a great pace possibly like the renaissance (other examples of cultural, political, financial) I am riding this wave... so, a crisis in confidence? Where? All this could be linked to their life philosophy...zen quote “ In criticizing, the teacher is hoping to teach. That's all.” //Bankei // []

**Be willing to rediscover what you think you know **  As an expert we think we know something. And maybe we do. But if we approach this knowledge with a Beginner’s Mind, we are able to see it in a new way. And that unhindered seeing allows us to be creative, to get out of our rut, and to grow in a new way.  In the beginner’s mind there are many possibilities, but in the expert’s there are few. // ~ Shunryu Suzuki // []

Below is a list of different methods of learning. The percentages listed represent the average amount of information that is retained through that particular learning method. Note what method produces the highest retention rate.
 * 1)  Lecture = 5%
 * 2)  Reading = 10%
 * 3)  Audiovisual = 20%
 * 4)  Demonstration = 30%
 * 5)  Discussion Group = 50%
 * 6)  Practice by doing = 75%
 * 7)  Teach others / immediate use of learning = 90%

It should also be recognized that a person's prior knowledge may help or hurt the construction of meaning  (Ref: Brooks, J. and Brooks, M. (1993). // In Search of Understanding: The Case for Constructivist Classrooms, ASCD) // []

about the learning journals...she said that they can help”deeper meanings emerge” by connecting areas of meaning p187 journals can be a means of fostering creativity (p188 Christensen, 1981) to re-evaluate experiences in page 189 an interesting concept (Jensen, 1987)that we could right this journal as to an imaginary friend “sympathetic listener”, this would fit very well with the constructivist theories, even better would be to use a wiki... Berthoff (1987) suggest to return to the initial notes and reflect or use the journal as a “|double-entry”. For this purpose the use of an electronic means of taking this note is perfect^^ using this journal in this format could help us reflect more efficiently. Instead of using formal written assessments this types of journal could monitor progression made by the learners with less formality and possibly a more efficient and real interaction between the facilitator and the students.

Chapter finished, some interesting information about journals and why I should be using it, still wondering if I could use a wiki do this assessment.


 * 2.30 mn = 13.30

This critical reflection of my practice could start with a short critical reflection on critical reflection, hoping this is not too bold for the reader. In Appendix 1 you will find a well known short story of a reflector “who knows what is good or bad?”.

Appendix 1 **Who knows what is good or bad?** > > The situation we always live in is like that of the wise Chinese farmer whose horse ran off. When his neighbour came to console him the farmer said “Who knows what’s good or bad?” When his horse returned the next day with a herd of horses following her, the foolish neighbour came to congratulate him on his good fortune. “Who knows what’s good or bad?” said the farmer. Then, when the farmer’s son broke his leg trying to ride one of the new horses, the foolish neighbour came to console him again. “Who knows what’s good or bad?” said the wise farmer. When the army passed through, conscripting men for war, they passed over the farmer’s son because of his broken leg. When the foolish man came to congratulate the farmer that his son would be spared, again the wise farmer said “Who knows what’s good or bad? []

I believe this story show us a few major shortcoming of humans, our inability to understand the most simple facts and an eagerness to judge which seem to be domed to failure with or without an appropriate frame of mind. Does it mean we should avoid all reflection? I don't think so but we should be aware of our limitations and appreciate we leave in a fluid environment where today's practices and theories will be challenged or even crushed. My teaching practice has greatly evolved over the past 15 years, starting with a simple copy of the teachers teaching stylesI have experienced linked to my own learning style to the one I use today. When trying to describe it in a few words, I would call it zen constructivism with an emphasis on teaching each other. Being aware that I in fact uses a range of strategies adapted to situations, goals and students. My students ...their goals...giving them all the tools necessary to coach which includes techniques like “ Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in “ []

where the learner reflect and construct his own understanding but keep in mind the impossibility of the task.

“Summative assessments provide little specific feedback. From a constructivist perspective, formative assessments are more valuable to the learner” []

“ I think a big barrier to constructionist teaching is having the vast and varied instructional content needed to facilitate all the possible directions any given day may go. Historically it seems to me that we've done the best that could be done with the means at hand. A lecture with a couple of pictures 100 years ago was probably quite engaging. Today networked technology and multimedia has the ability to break down the classroom walls and provide SO much more content that students can synthesize as their learning evolves. I think we've only begun to have to ability to really move education down the constructionist path. -J. Tubbs” []

I think we could now use an approach to teaching which could be revolutionary, I now use my laptop when teaching and use the internet to clarify the lesson. We could now move on to a system where they would all have this ability, in group work they could have to explain result or findings ...to be looked in

13.30+ 2= 15.30 on Sunday 26th September +1= 16.30

today I had a great brainwave.... the cake is baked providing you put in the correct ingredient about the subconscious doing the thinking during the night... arousing the passion could be perceived as our ultimate goal set the spark and its on fire this quotes are from jim: teaching can be to make people want to learn

so, the brainwave was about linking the buddhist story about reflection (what's good or bad), in appearance there is a conflict but it is only subjective: the farmer just didn't have the means to reflect, alsohe kept making the same mistake over and over, failing to realize that we are unable to predict the future and that we are caught on a time lime. Reflection, being a critical reflective practitioner requires not only the will to do it but the tools as well. Like the cook who ask how the meal went, customers would say it was good but I would be much more critical, I would review the taste, the smell, the colours, the presentation, the spice, the texture, the feeling in the mouth etc. all this means that I would be most likelly never to be pleased with it. Another point is the clients own sense of taste....

assimilation and accommodation theory: Piaget constructionist theory. When starting this investigation on critical reflection I find myself going through a relatively painful process, fitting new idea into old ones. This process has been identified by Piaget (1940) who recognized that new ideas, information, theories created a “perturbation” which would required an adaptation to take place. This process I think become more difficult as we grow older and having to integrate new complex theories. fr.wikipedia.org/wiki/Jean_Piage + 1.30 = 18.00