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find out what reflective writing is and how you can use it in your tasks
Reflective assignments are different on standard attachments. Here we cover a few key elements to reflect reflective when writing.
There are many reflection models that you can use in an assignment. Here we discuss some basic instructions for the reflective writing, but you should follow all additional guidelines you have received on your course or module to meet your course requirements.
think reflective includes:
Non-academic reflective writing is usually unstructured - such as writing in a personal journal, learning journal or narrative for design development. You should structure your reflective tasks. There are many ways to structure your reflective letter, but we explore an example here.
Reflection usually has the following main components:
This example of the basic reflective writing can be divided into three parts: description, interpretation and result. See how the sample sales in these three sections is divided under the text. Complete example text:
Specific tasks were shared among members of my team. However, the tasks were not considered equally as difficult by all team members. Consequently, the perception of unfairness influenced our interactions. The social interdependence theory recognizes a kind of group interaction, which as a "positive interdependence" called "positive interdependence" (Johnson & Johnson, 2008 quoted by Maghan & Webb, 2010) and many studies show that learning can be improved by collaboration (Maughan & Webb, 2010). We did not experience them with the initial statement of tasks. Nevertheless, we have achieved a successful result through further negotiations. Therefore, we found that "cooperative learning experiences promote higher performance." (Maughan & Webb, 2010). In order to improve the process in the future, we might choose a chairman to promote cooperation when tasks are assigned.
Descriptions are usually short - they explain what happened and what is being investigated. For example:
Specific tasks were shared among members of my team. However, the tasks were not considered difficult by all team members.
Intrepretation can include, which is important, interesting, useful or relevant to the object, the event or the idea. It could include how it can be explained, for example with theory. For example:
Consequently, the perception of unfairness influenced our interactions. The social interdependence theory recognizes a kind of group interaction, which as "positive interdependence" called "positive interdependence" (Johnson & Johnson, 2008, quoted by Maughan & Webb , 2010) And many studies show that learning can be improved by collaboration (Maughan & Webb, 2010). We did not know these with the initial task allocation.
The result should cover what they have learned from their experience and what it means for their future. For example:
Nevertheless, we have achieved a successful result through further negotiations. Therefore, we found that "cooperative learning experiences promote higher performance." (Maughan & Webb, 2010). In order to improve the process in the future, we might choose a chairman to promote cooperation when tasks are assigned.
Below are some words and phrases to improve the reflective writing.
You may need to talk about events, ideas or objects in your reflective writing. You can use a set of vocabulary to describe these items so that no specific vocabulary is available for this section.
You should use the presents to describe your idea of ??describing your theory or the model.
You can open personal statements with phrases like: 'For me', "found that", "I felt the feeling" or "I think. '.' You also have to give your reasoning or evidence.
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