Reflective Practice - New Approaches to Professional Lifelong Learning - Assignment Example

PERSONAL REFLECTIONS ON UNDERSTANDING OF MODULE TOPICS Critical thinking Critical thinking can be discerned as a cognitive ability that is related to the mind. This means that critical thinking involves learning to think in evaluative and analytical ways by way of cognitive processes like categorization, selection, attention, and judgment (Lavery, & Hughes, 2011). Over the course of my studies, I have observed that many individuals with the ability to develop more effective critical thinking are often hindered from doing so by many reasons apart from a lack of potential. On my part, I have learned that emotional and personal reasons are potential barriers to effective critical thinking. Essentially, there is a range of abilities and dispositions that can now be correlated with critical thinking. These can be grouped in two broad ways. One is the bility to reflect in a sceptical manner, and the ability to develop and sustain a habit of thinking in a reasoned manner (Linda, & Richard, 2013). When it comes to skepticism in critical thinking, one gets to see an element of polite doubt. Thus, skepticism often means that one have to go through the life course without paying any regard to what he/she hears or sees. I have realized that this may not be very much helpful. This is because it prevents one from holding the possibility that what one knows at a given point in time may be just a part of the whole picture. When critical thinking is developed, one gets the necessary tools to apply skepticism and start doubting in a constructive manner for purposes of analyzing the situations that lie ahead. This has helped me in making better and well-informed decisions on whether something is effective, productive or even, true. In order to cope well in the future, I have to accept the likelihood that some situations are as they appear. Thus, some essence of trust comes in handy in such situations. If I can clearly analyze the foundation of the things I hold as the truth, I am more able to understand when it becomes reasonable to trust and when it is better to remain sceptical. Over the course of the module studies, I have noted that some students appeared to be more naturally sceptical while others were found it easier to be trusting. However, I got to note that these variations may be due to personality characteristics or past experiences. A compact investigation of discriminating deduction demonstrates that it is not about identity or the common qualities. Rather, it is concerned with a specific set of methods directed at exploring evidence in a particular manner (Wallace, 2005). Thus, sceptical individuals may need structured approaches that can help them to cultivate trust in the likelihood of an outcome, just like those who are more trusting need methods that can assist them in doubting constructively. Knowing our reasons It is plausible that critical thinking is linked to reasoning or an individual’s capacity to perform rational thought (Wood, 2006). The word ‘rational’ in this context can be perceived to mean the use of reasons in problem-solving. Thus, I have come to understand that reasoning begins with me, and it includes the following key elements; Developing reasoning for whatever I believe in and do, as well as remaining aware of what these two concepts entail Performing critical evaluation of my beliefs and actions Having the ability to present to other people the reasons for my beliefs and actions The above steps might appear very simple given that I often assume that I believe and why. Nevertheless, at times, when I got challenged on why I believe that something is true. It became clear to me that I had not thought whether whatever I have seen or heard is the whole picture or only a single part. There were also occasions when I found that I was not always sure of whatever I considered as the right course of action of the perfect interpretation of an event or situation. In this regard, I have learned that it is paramount to analyze the basis of my future beliefs and reasoning, as this will position me well to develop critical thinking and perform better critical analysis. Experience of working with your group During the preparation for the video presentation, we decided to form a group through which we could tackle the various concepts of the video presentation together. Given that each of my three friends was required to introduce a new friend to the group, we ended up having a group of diverse people, though with a common purpose of attempting the assignment together. During the first few group sessions, we had several arguments regarding the best way of holding the discussions. In addition, it is also essential in determining the best way of contributing ideas and insights that could be integrated into the video presentation. At first, each one of us thought that the arguments would disappear with time as we became fond of each other. However, the arguments continued in the next few sessions until it reached the time where several members began dissecting the group. I began reflecting on the critical issues that determine a group’s success or its failures. First among these is the concept of group cohesion, personalities of the members, and the issue of diversity within the team. Apart from the different types of skills and expertise that people bring into a group, they also introduce a wide range of personalities that may affect group performance in one way or another. Different people also harbor different problem-solving approaches, and the proper application of varying characteristics can be as productive as the combined technical knowledge at the group’s disposal. According to Franz, (2012), groups perform better when they are made up of people with a diverse range of personalities. However, it may take a considerable amount of time before such a diverse team can establish a smooth communication and meaningful cooperation. Personalities in a team range from intuition and thinking to feeling and extraverted sensing, and each of these traits has a necessary contribution to the overall performance of the group. Maintaining a perfect balance between group and individual appreciation may not be an exact science and may differ with the unique dynamics of any given group. However, both personal and group appreciation must be available in order to maximize the potential for effective group cohesion. The ability by the gathering to affirm additional time for the finishing of an undertaking in a given due date may warrant an individual gratefulness for each one colleague. In the future, it will be necessary to ensure that group members successfully integrate their individual actions. This means that they should have specific and distinctive roles, where the performance of each role contributes to helping in achieving collective success. Thus, the reasons joined with gathering disappointment may dwell not simply in part inadequacy, additionally inside their aggregate inability to help arrange and synchronize their individual commitments. As a team leader, it will paramount to appreciate the fact that group processes become a critical determinant connected with group performance, and often mediate the influences on most other exogenous specifics. On group cohesion, it should be noted that cohesion entails the degree to which the members of a group desire to be in the group (Hewstone, Rubin, & Willis, 2002). This aspect of union alludes to the engaging quality of the gathering to the individual part. It reflects the degree to which group membership is connected to personal rewards. As such, it will important to ensure that the formation of any group takes into consideration the perception of the new members regarding the new group. Since many intergroup hostilities and biases are founded in individual psychological processes, such as egocentrism and categorization, individual-based approaches that attempt to address the tensions that build these biases will be effective in addressing intergroup conflict. Finding and evaluating literature The process, of completing any given assignment, requires that one has to be precise in choosing the material needed for that particular assignment. It does not make a point in just selecting a book that that appears to have a close correlation with the subject of the topic given to the assignment (Bronson, & Davis, 2011). I learned that I had to give close consideration to the information that is needed for the completion of the given piece of work and then select the applicable literature accordingly. Within the classroom, the reading list offered by the tutors was meant to assist students in getting an idea on the type of required literature that was most applicable to the particular type of assignment. For this reason, the first thing to do is to consult the reading list for the article and books so that one can get to understand the material content that is required to complete the task. In fact, searching for the literature from the library catalogs is very easy when one uses the reading list as the basis for the research (Gillen, 2007). In order to come up with an in-depth research, it is recommended to conduct further evaluation of literature that relates to the given topic even if such material is not offered on the reading list. In order to do this, one has to research on the publications that closely resemble the materials on the list in terms of title, discipline, author, and other such information. Once a few references are collected, one must be able to make a decision on the materials that are very much applicable to the topic at hand. At this juncture, it is paramount to pay attention to the signposting within the book as this helps in determining how the book addresses the subject matter that relates to the assignment. A good way, of recording the referenced material, is the use of record cards. On these cards, I developed a habit of putting the referencing information that I needed concerning any book or article that I had to use for a particular assignment. I also developed a habit of recording short notes on why the piece of literature was useful, including making references to the page numbers and any useful quotes that apply to the topic of research. This record was important in that it was easy to find a lot of information that could supplement the other notes. In addition, it was important when such piece of literature was re-visited for purposes of composing an extended easy later on during the module lessons. The figure below shows an example of such record card; Writing at University Writing can appear strange and unfamiliar when one first sets foot at the University. Even for students who have passed through the A levels, the demands, of writing at the university, are very different from what they are accustomed. Thinking about the task title, assembling the contemplations and thoughts together, and consolidating what has been perused about the subject into the final work, can feel overwhelming. As compared to the university, students in lower levels have their notes dictated to them, and they write their essays from these notes. Furthermore, students are not expected to consult a variety of sources as is the case at the University. This is probably one of the reasons why I found writing a bit tasking once I joined the university. One of the hardest things that I had to learn as a student at the University was how to approach the different written assignments that students are asked to handle throughout the course. Writing in varying ways and for different purposes did not involve the mere use of vocabulary. Rather, it is about the way in which the ideas and concepts are ordered into sentences and paragraphs in order to present a distinct piece of writing (Mary, & Phyllis, 2008). At the university, the way in which students write about a given topic is influenced by the assignment title with regards to the subject or discipline that the students are tackling. In this regard, students are expected to think in terms of their field of study, and not merely of the subjects or disciplines. Before one can successfully submit a perfect piece of written work, one has to explore various ways of unpacking what the given piece of written work is likely to encompass (Peck, & Coyle, 2005). I soon learned that the manner in which I was expected to write relied heavily on the particular orientation of the course, as well as the degree program being pursued. For instance, I sometimes found myself studying some concepts regarding a given topic from a social, biological, cultural, and even geographical viewpoint. The manner in which I was expected to write about such issues relied on not on the subject of the topic under study but on the particular orientation of the course. There are many other instances where I had to complete several written assignments in the course of the module programs. These include; Providing a semiotic assessment of a visual image of my choice and demonstrating how the specific features of the image add to these meanings. Writing an in-depth account of my reading of a given poem from an anthology, indicating how the reading is influenced by various aspects such as class, gender, race, or education. Choosing a book that I have studied in the course and using some secondary critical texts, provide a concise discussion of ways ion that the book has been perceived by another critic. Even though, these assignments were all based on my course, I was expected to approach every piece of writing in a different manner. This would be done by relying on varying types of source material and different ways of analysis in order to come up with the final written assignment. For instance, in the first assignment above, I was expected to conduct an analysis of an image. Thus, in my writing, it was important for me to take on some new and complex vocabulary. This would then be applied in moving back and forth between the particular image and its corresponding interpretation. In the second task, even though I had been directed to compose an essay, I had to come up with something that closely resembled a theatrical review. In the last case above, even though I was able to make a choice for my novel, a lot of emphases had to be placed on secondary sources in order to inform my analysis. Thus, it is plausible that writing at the university entails looking at the area of knowledge. For example, the image, the poem, and the novel above, in a specific way and from a particular perspective. Reflective practice Reflective practice can be perceived as an active process of witnessing an individual’s experiences with a purpose of taking a closer look at the same. Thus, the roots of reflective practice can be traced to the field of experiential learning (Bradbury, 2010). Over the course of my studies, I have noted that reflective practice entails much more than thoughtful practice. Indeed, it is the type of practice that seeks to complicate many situations of performance in order to make them potential learning experiences. This is aimed at enabling an individual to continue learning, growing, and developing in and through practice. Thus, reflective practice can be seen as a window through which a person can perceive and focus self in the context of lived experience. This is in a manner that enables one to develop towards the resolution of contradictions between the desirable and the actual practice (Redmond, 2004). I have noted that reflections can differ in both complexity and details. As such, I have noted some two forms of reflective practice, either I engage in deep inquiry or prefer to perform superficially problem-solving depending on the pressure of the current situation. For instance, I often found myself performing deep inquiry into very demanding situations, such as during exams, but when it comes to less important matters, I often go for superficial inquiry on the facts. Most importantly, I have noted that reflective practice enables one to learn from experience, and this gives one some knowledge that cannot be found in any book or college training. In my future endeavors, reflective practice will be very important as it will give me a chance to assess the areas that require improvement. It will also enable me to analyze my performance in a personal manner and identify the areas that need further improvement. Thus, reflective practice will only be helpful when I implement any changes that that need to be made over the course of the studies, or during professional engagement. References Bradbury, H 2010. Beyond Reflective Practice: New Approaches to Professional Lifelong Learning. New York: Routledge Bronson, D., & Davis, T 2011. Finding and Evaluating Evidence: Systematic Reviews and Evidence-Based Practice. London: Oxford University Press. Gillen, C 2007. Reading Primary Literature: A Practical Guide to Evaluating Research Articles in Biology. New York: Pearson/Benjamin Cummings Franz. 2012. Group dynamics and team interventions: understanding and improving team performance. [ONLINE] Available at: http://www.eblib.com. [Accessed 22 January 15]. Hewstone, M., Rubin, M., & Willis, H 2002. Intergroup bias. Annual Review of Psychology, 53, 575-604. Johnson. 2008. Interpersonal skills. [ONLINE] Available at: http://www.mtsu.edu/~jsanborn/iskills/interpersonal.htm. [Accessed 22 January 15]. Lavery, J., & Hughes, W 2011. Critical Thinking, fifth edition: An Introduction to the Basic Skills. Ontario: Broadview Press. Linda, E., & Richard, P 2013. Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. New Jersey: FT Press Mary, L., & Phyllis C 2008. Writing At University: A Guide For Students. New York: McGraw-Hill International. Peck, J. & Coyle, M 2005. The Student’s Guide to Writing: Grammar, Punctuation and Spelling. Hampshire: Palgrave. Redmond, B 2004. Reflection in Action: Developing Reflective Practice in Health and Social Services. Hampshire: Ashgate Publishing, Ltd Wallace, S 2005. Teaching and supporting learning in further education. Exeter: Learning matters Wood, J 2006. Communication in Our Lives. 4th ed. USA: Thomson Wadsworth. Read More