(2020, Wee ben 4 AiGUue IA (8611) 4S 15-10-20206ut Sets & AIOU Studio 9:4Course: (8611) Semester:Spring2020 ASSIGNMENT No. 2 Q.1:Explain in detail Gibbs” reflective cycle ? ANS. Gibbs' Reflective Cycle Helping People Learn From Experience Reflecting on experiences can help people deal with them better in the future. Many people find that they learn best from experience However, if they don't reflect on their experience, and if they don't consciously think about how they could do better next time, it's hard for them to learn anything at all. This is where Gibbs' Reflective Cycle is useful. You can use it to help your people make sense of situations at work, so that they can understand what they did well and what they could do better in the future. About the Model Professor Graham Gibbs published his Reflective Cycle in his 1988 book "Learning by Doing." It's particularly useful for helping people leam from situations that they experience regularly, especially when these don't go well. Gibbs' cycle is shown below. Figure 1 — Gibbs' Reflective Cycle From "Learning by Doing" by Graham Gibbs. Published by Oxford Polytechnic, 1988, Note: Gibbs' original model had six stages. The stage we haven't covered here is "Analysis" — we've included this as part of the Evaluation stage. AS AF dy MOU Studio9 2 Lee idyepsi JELUsing the Model You can use the model to explore a situation yourself, or you can use it with someone you're coaching — we look at coaching use in this article, but you can apply the same approach when you're on your own. To structure a coaching session using Gibbs' Cycle, choose a situation to analyze and then work through the steps below. Step 1: Description First, ask the person you're coaching to describe the situation in detail. At this stage, you simply want to know what happened — you'll draw conclusions later. Consider asking questions like these to help him describe the situation: + When and where did this happen? + Why were you there? « Who else was there? + What happened? « What did you do? + What did other people do? + What was the result of this situation? Step 2: Feelings Next, encourage him to talk about what he thought and felt during the experience. At this stage, avoid commenting on his emotions. Use questions like these to guide the discussion: + What did you feel before this situation took place? + What did you feel while this situation took place? + What do you think other people felt during this situation? + What did you feel after the situation? + What do you think about the situation now? + What do you think other people feel about the situation now? Tip 1: It might be difficult for some people to talk honestly about their feelings. Use Empathic Listening at this stage to connect with them emotionally, and to try to see things from their point of view. Tip 2: You can use the Perceptual Positions technique to help this person see the situation from other people's perspectives. Step 3: Evaluation Now you need to encourage the person you're coaching to look objectively at what approaches worked, and which ones didn't. Ask him: + What was pan about this situation? AS ey MOU Studio LL a Ledgers Feu+ What was negative? « What went well? + What didn't go so well? + What did you and other people do to contribute to the situation (either positively or negatively)? If appropriate, use a technique such as the 5 uncover the root cause of the issue. Step 4: Conclusions Once you've evaluated the situation, you can help your team member draw conclusions about what happened. Encourage him to think about the situation again, using the information that you've collected so far. Then ask questions like these: « Howcould this have been a more positive experience for everyone involved? + Ifyou were faced with the same situation again, what would you do differently? + What skills do you need to develop, so that you can handle this type of situation better? Step 5: Action You should now have some possible actions that your team member can take to deal with similar situations more effectively in the future. In this last stage, you need to come up witha plan so that he can make these changes. Once you've identified the areas he will work on, get him to commit to taking action, and agree a date on which you will both review progress. s to help your team member Q.2:Why it is necessary to be a teacher to"be a researcher ? ANS: Teacher research can be a powerful form of professional development that can change a teacher’s practice. But what is it exactly and what does it involve? Teacher research is practical, action-based research. It enables educators to follow their interests and their needs as they investigate what they and their students do. Teachers who practice teacher research find that it expands and enriches their teaching skills and puts them in collaborative contact with peers that have a like interest in classroom research. Some researchers call this type of research “action research.” By definition (Mills, 2002): Action research is any systematic inquiry conducted by teacher-researchers, principals, school counselors, or other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in co AS AF dy MOU Studio9 2 Lee idyepsi JELthe school environment (and on educational practices in general), and improving student outcomes and the lives of those involved. ‘What Do Teacher-Researchers Do? Teacher-researchers simultaneously act as participants and observers as they conduct research in their own classrooms. With these dual roles, they complete the following tasks: Develop research questions based on their own curiosity about teaching and learning in their classrooms. Systematically collect data and research various methods of conducting research. Analyze and interpret the data and the research methodology. Write about their own research. Share findings with students, colleagues, and members of the educational community. o Discuss with colleagues relationships among practice, theory, and their own research. Examine their underlying assumptions about teaching and learning. Assume responsibility for their own professional growth. What Are the Effects of Teacher Research? Teacher research can change a teacher’s practice, but it can also have a profound effect on the development of priorities for schoolwide planning and assessment efforts as well as contribute to the profession’s body of knowledge about teaching and leamming. Teacher-research projects often yield findings and implications that result in: e Increased sharing and collaboration acrQyepariments, disciplines, and grade levels. Increased dialogue about instruct Enhanced communication betw: Improved performance of stu Revision of practice bas: Teacher-designed and t “initiated staffdeyelopment. Development of priofitigs for schoolwide platining and assessment efforts. « Contributions to, ‘ession’s body.@f}knowledge about teaching and learning. Who Provides Support for Teacher Research? For teachers to become involved in teacher research, they need additional time and resources to conduct, evaluate, and share their findings in meaningful ways. Fortunately in my school district, Fairfax County Public Schools, we have a number of resources available for teachers wishing to become involved in teacher research. The Office of Staff Development and Planning (a division of Instructional Services) supports a network of teacher-researchers within our school system. The Office AS AF dy MOU Studio9 2 Lee idyepsi JEL Q)sues and student learning. bout teaching and learning.provides staff development funds to teams of teacher-researchers to meet periodically during the school year as they support one another in their research Each spring, the Office holds an annual conference where teacher-researchers share their projects with members of the broad educational community in round table presentations and panel discussions. Workshops are also available on topics such as grant writing to support research and tips for publishing projects. Marion S. MacLean and Marian M. Mohr provide actual teacher research project reports by Fairfax County teachers in their book, Teacher-Researchers at Work (1999). Q.3:Explain steps to write critical review ? ANS: When you are required to write a critical review, you will need to do two main things: summarise and evaluate a text. The critical review can be of a book, a chapter or a journal article. You are usually asked to read the selected text in detail and also other related texts in order to present a rational and practical evaluation of the selected text. Being critical does not simply mean criticising in a negative way. Instead, it requires you to question the text, and to present your judgement or evaluation of it reasonably. Although critical reviews might have different evaluation criteria depending on your discipline, they usually have a similar structure. To write the review correctly, you should check your assignment instructions with regard to formatting, discipline-specific criteria and other requirements. Usual Structure of a Critical Review + Introduction Provide readers with the author(s) and the information of the text to be reviewed, and briefly explain the topic of the text. Think about how you can relate the text you are reviewing to its broader context. In the introduction, you should present the main argument of your review and include a brief statement of your evaluation of the text. + Summary Summarising a text to be reviewed is one of the main components of critical review writing. To write a good summary, you should: o present the ideas in the original text accurately, ensuring you cover the main question the text attempts to address © discuss the important points, including the evidence the text uses to support the argument, and its conclusion AS ey MOU Studio LL a Ledgers Feuo ensure the summary is consistent and understandable to readers who have not read the original text o ensure the summary section is shorter than the evaluation section that follows it + Evaluation Remember that the summary section is based on the author’s ideas, about which you neither can make arguments nor judgements. You can evaluate the original text in the evaluation section, instead. Here are some guidelines to get started on critical reviewing: Base your discussion on a specific criteria. You can 6rganize each criterion you select into a paragraph, including your negative and positive points, if you are writing a longer review. o Fora short critical review (one page or less), it is better to include a paragraph of positive aspects and another of negative ones. e Ifyour critique is more positive than negative, then sequence the negative points first and the positive last If your critique is more negative than positive, then sequence the positive points first and the negative last. Make sure that your judgments or opinions are well supported by evidence from the original text and other sources. + Think about who might find the text useful, whether it is simple or complex and whether it provides new answers to established questions. What sort of conclusions does it reach? + Conclusion This is usually presented in a very short section or one paragraph. o Restate your overall opinions of the text (summarise your important points but do not repeat your words exactly. Use different words and phrases). o Briefly present recommendations if this is appropriate for the review. Q.4:What is mikedeoping ? Deseo the priciples and techniques ? ANS: Mind Map Brian scratched his head. It was his first day on the job as an apprentice software developer, and he wanted to make a good impression. But when his boss told him to create a mind map to organize the notes from the brainstorming session he had to admit to himself that he was totally lost. 'Mind map? What's that?’ he wondered. He got through the meeting just smiling and nodding his head a lot, but when he got AS AF dy MOU Studio9 2 Lee idyepsi JELback to his office he was determined to research mind maps and get up to speed as soon as possible. Let's take a look at what he learned. Brian discovered that a mind map is a type of graphic organizer that places a central idea or concept at the center of the diagram and then adds associated ideas around the main idea. The associated ideas might be in the form of words, phrases, or even images. Mind maps can be hand drawn or designed on a computer. Computer generated mind maps may be created from a template, or they can be designed from scratch. Here is an example of a simple hand drawn mind map. This. represents the most basic type of mind map, with the main idea in the center and related ideas branching out from it in a radial fashion. Mind maps can be fairly simple or highly complex, depending on the topic and the amount of detail included. They use visualization to help you focus and organize your thoughts. Color coding is frequently used to group ideas together, like in this example: . _s =S88= py = ioe AS ey MOU Studio LL a Ledgers FeuAnother popular form of a mind map uses the idea of a tree with the trunk being the main idea. The branches and twigs are the supporting ideas and details in descending order as they move further from the trunk. sone What is Mind Mapping? (and How to Get Started Immediately) Brainpower A mind map is a graphical way to represent ideas and concepts. It is a visual thinking too] that helps structuring information, helping you to better analyze, comprehend, synthesize, recall and generate new ideas. Just as in every great idea, its power lies in its simplicity. Ina mind map, as opposed to traditional note taking or a linear text, information is structured in a way that resembles much more closely how your brain actually works. Since it is an activity that is both analytical and artistic, it engages your brain ina much, much richer way, helping in all its cognitive functions. And, best of all, it is fun! So, how does a mind map look like? Better than explaining is showing you an example. hase dy MOU Studio 9 LL ele Styepi bluclick for larger image’ This is a mind map about — conveniently enough — mind mapping itself. It presents, in a visual way, the core elements and techniques on how to draw mind maps. Yes, I know this may look a little too messy initially, but bear with me: once you break the ingrained habit of linear note taking, you won’t look back. Benefits and Uses I think already gave away the benefits of mind mapping and why mind maps work. Basically, mind mapping avoids dull, linear thinking, jogging your creativity and making note taking fun again. But what can we use mind maps for? + Note taking + Brainstorming (individually or in groups) « Problem solving + Studying and memorization + Planning + Researching and consolidating information from multiple sources + Presenting information « Gaining insight on complex subjects + Jogging your creativity It is hard to make justice to the number of uses mind maps can have — the truth is that they can help clarify your thinking in pretty much anything, in many different contexts: personal, family, educational or business. Planning you day or planning your life, summarizing a book, launching a project, planning and creating presentations, writing blog posts —well, you get the idea — anything, really. How to Draw a Mind Map Drawing a mind map is as simple as 1-2-3: + Start in the middle of a blank page, writing or drawing the idea you intend to develop. I would suggest that you use the page in landscape orientation. + Develop the related subtopics around this central topic, connecting each of them to the center with a line. + Repeat the same process for the subtopics, generating lower-level subtopics as you see fit, connecting each of those to the corresponding subtopic Some more recommendations: + Use colors, drawings and symbols copiously. Be as visual as you can, and your brain will thank you. I’ve met many people who don’t even try, with the excuse they’re “not artists”. Don’t let that keep you from trying it out!. + Keep the topics labels as short as possible, keeping them to a single word — or, better yet, to only a picture. Especially in your first mind maps, the temptation to co AS AF dy MOU Studio9 2 Lee idyepsi JELwrite a complete phrase is enormous, but always look for opportunities to shorten it toa single word or figure — your mind map will be much more effective that way. + Vary text size, color and alignment. Vary the thickness and length of the lines. Provide as many visual cues as you can to emphasize important points. Every little bit helps engaging your brain. Q.5:Describe in detail the concept of community practices ? ANS: What is a community of practice? A community of practice is a group of people who share a concem or a passion for something they do, and learn how to do it better as they interact regularly. This definition reflects the fundamentally social nature of human learning. It is very broad. It applies to a street gang, whose members learn how to survive in a hostile world, as well as a group of engineers who learn how to design better devices or a group of civil servants who seek to improve service to citizens. In all cases, the key elements are: The domain: members are brought together by a learning need they share (whether this shared learning need is explicit or not and whether learning is the motivation for their coming together or a by-product of it) The community: their collective learning becomes a bond among them over time (experienced in various ways and thus not a source of homogeneity) The practice: their interactions produce resources that affect their practice (whether they engage in actual practice together or separately) WHAT IS A COMMUNITY OF PRACTICE? + Accommunity of practice (CoP) is a group of people who share a common concern, a set of problems, or an interest in a oe who come together to fulfill both individual and group goals. + Communities of practice often fc Qsharing best practices and creating new knowledge to advance a domain igh practice. Interaction on an ongoing basis is an important part of + Many communities of pi ly on face-t&face meetings as well as web-based collaborative environm communigat inect and conduct community activities. »S The first con of practic copra by Alberta Regional Professional Developme: ortia ( a group of committed K to 6 teachers from across the prdéfince. This cot ity piloted two teaching resources for students with significant disabilities ew the video to hear what the participants had to say about their experience. AS AF dy MOU Studio9 2 Lee idyepsi JELWhat defines us? success for our students common purpose technology support and encouragement me shared challenges willingness to learn from one another sharing of ideas wanting the best for and from our students flexibility willingness to ask tough questions patience interdependence common students support The statements written for ‘what defines us?’ were created as part of an interactive activity during a monthly online meeting in a Numeracy for All community of practice. WHAT IS THE ORIGIN OF THE Th ‘COMMUNITY OF PRACTICE’? While people have learned together igh informal communities of practice throughout history, the primary e concept originated in learning theory. Cognitive anthropologists J ieyne Wenger coined the term “community of practice” ticeships as a learning model—the term referred to the com ing curriculum. Once the concept was articulated the r unities everywhere, even when no formal apprenti system existed) WHAT ARE CTE! “8 OF A COMMUNITY OF PRACTICE? J There are jaracteristics df a Community of practice: . Domain: Community me have a shared domain of interest, competence and commitment that distinguishgs them from others. This shared domain creates common ground, inspires members to participate, guides their learning, and gives meaning to their actions. cc °, x foe. ” AS AF dy MOU Studio9 2 Lee idyepsi JEL that acts as a s started tow2. Community: Members pursue this interest through joint activities, discussions, problem-solving opportunities, information sharing and relationship building. The notion of a community creates the social fabric for enabling collective learning. A strong community fosters interaction and encourages a willingness to share ideas. 3. Practice: Community members are actual practitioners in this domain of interest, and build a shared repertoire of resources and ideas that they take back to their practice. While the domain provides the general area of interest for the community, the practice is the specific focus around which the community develops, shares and maintains its core of collective knowledge. TYPES OF COMMUNITIES OF PRACTICE Today, communities of practices are increasingly being used to improve knowledge management and connect people within business, government, education, and other organizations. The design of the community will look different depending on the purpose and needs of the participants. There are four basic types of communities: Helping Communities provide a forum for community members to help each other with everyday work needs. Best Practice Communities develop and disseminate best practices, guidelines, and strategies for their members’ use. Knowledge Stewarding Communities organize, manage, and steward a body owledge from which community members can draw. AS ey MOU Studio LL a Ledgers Feu