Reflection Journal English 101 Kathy Calabrese Time to Reflect Throughout my life from kindergarten all the way up to my senior year in high school I really didn’t care for any English classes. I simply believe that this is because I didn’t understand the subject at all‚ and when you tend to not understand something it makes it that much harder. So my junior and senior year in high school I took pride in getting a solid A out of my English two and three classes. I was able to go to my teachers
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on Self-‐Observations and Self-‐ Reflections Maximum 1000 words each term The purpose of these three reports is to demonstrate how you have used the learning journal to develop your self-‐awareness from term to term. (See Section 11 about the Learning Journal) Each report is due at the first class meeting after each reading week. Guidelines: The Reports should include your reflections about:
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Individual Reflection Name: XUDONG SHI ID: 3845684 Victoria University Table of Contents Presentation 4 Describe 4 Interpret 4 Evaluate 4 Plan 4 Project 5 Describe 5 Interpret 5 Evaluate 5 Plan 5 Team Performance 6 Describe 6 Interpret 6 Evaluate 6 Plan 6 Individual Behaviour 7 Describe 7 Evaluate 7 Interpret 7 Plan 7 Reference List 8 Appendix 1 9 Appendix 2 10 Presentation Describe During the presentation‚ the team adapted the demonstration
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File Ways of reviewing your own progress and performance Self reflection However experienced we are‚ there is always something to learn and to learn from. It is also often easier to see learning happening when we get things wrong rather than getting it right as it can be easier to learn what not to do. It’ s good practice to write up your reflections on every session you teach. This will not only give you the best chance of doing it better next time‚ but will also provide material for reports
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of this study is to prove that low self-esteem have a correlation with group conformity. The group wanted to see if college students who have a high level of conforming affect their self-esteem. 40 students answered 2 questionnaires for the experimenters to get the data needed to see the correlation between the two variables. The first questionnaire that was administered was the Rosenberg Self-Esteem Scale to determine if students whether have high or low self-esteem. The second questionnaire that
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learning assignment our group discussed the upcoming presentation for class. The task for the group was to come up with three theorists‚ or theories that our group could use for the presentation. Prior to our Wednesday night meeting the group members were asked to come with at least three possible ideas that they could each present to the group. Group members A‚ B‚ C‚ and D came prepared to the discussion with some great thoughts and ideas on what the presentation should be about. Some
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Writing an essay Define the context of your essay. The context is the scope of the essay. What are you being asked to write about? The context can include multiple parameters including: Topic. Sometimes your teacher or professor will give you a prompt that you’re required to use. If you do get an option to pick your own topic‚ then choose something that you genuinely want to become an expert about or something you feel passionate about discussing. Format. The length of the essay‚ the way the
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professor Joy Duarte‚ who has resigned‚ and professor (Susi) faculty dean who was on vacation ‚ were the only ones who knew what topics we covered. Both exams were a day apart from each other leaving little room for me to thoroughly prepare. For example‚ those students who had only the 235 exams passed‚ while the other three students that had 234 and 235 to retake in one week failed. As a result‚ for the final comprehensive exam‚ I scored a 66%‚ three points away from passing. I also scored 92%
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Group Reflection Type:Assignment - Written Assignment Learning Outcomes Assessed:1‚ 2‚ 3‚ 4‚ 5‚ 6‚ 7 Due Date: 14 Apr 14 09:00 Gold Coast students due 14 April; Logan students due 17 April Weight:25% Task Description: The purpose of this assessment is to develop your knowledge of theories‚ models‚ and concepts underlying group processes; interpersonal and small group process skills; ability to work in a team; group facilitation skills; ability to engage in reflective practice; skills
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Rather than worrying about an essay for weeks‚ suggest to your child to read through these 10 points‚ get in some early preparation and have the self-belief that they can do it. Read the essay question carefully Highlight key words. Use the dictionary to check the meaning of any unfamiliar words. Identify the task words that indicate what needs to be done‚ eg ‘discuss’‚ ‘explain’‚ ‘compare’. Identify the topic words that indicate the particular subject of the essay‚ eg the character of ‘Juliet’
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