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I am Low in Openness to Experience

My score for openness was low, at 55%. Low scorers tend to see things more literally, and focus
more on the practical, straightforward, and concrete. People who are low in openness are
typically:

Practical

Traditional

Conventional

Most comfortable in familiar surroundings

Low Openness scorers are more likely to be politically conservative and to spend their leisure
time enjoying mainstream entertainment, including sports, movies, and pop music. They do not
tend to be interested in art and usually avoid high-brow cultural activities like the opera or the
ballet.

Openness describes a persons tendency to think in abstract, complex ways. High scorers tend to
associate ideas and see relationships between things

I am Highly Conscientious

My score for Conscientiousness was high, at 85%.

Conscientiousness describes a persons ability to exercise self-discipline and control in order to


pursue their goals. High scorers are organized and determined, and are able to forego immediate
gratification for the sake of long-term achievement.

People who are high in Conscientiousness are usually:

Orderly

Dependable

Hardworking

Cautious
People high in Conscientiousness are more likely to be successful in their careers and less likely
to develop addictions of all kinds. They have high levels of self-control and are good at resisting
impulses. They usually have neat, organized homes and orderly, well-planned lives.

I am Moderately Extraverted

My score for Extraversion was moderate, at 55%.

Extraversion describes a persons inclination to seek stimulation from the outside world,
especially in the form of attention from other people. Extraverts engage actively with others to
earn friendship, admiration, power, status, excitement, and romance.

Extraversion seems to be related to the emotional payoff that a person gets from achieving a
goal. While everyone experiences victories in life, it seems that extroverts are especially thrilled
by these victories, especially when they earn the attention of others. Getting a promotion, finding
a new romance, or winning an award are all likely to bring an extrovert great joy.

My mid-range score on this dimension indicates that I am fairly average in my motivation to


seek out social rewards. I probably have some desire for admiration, influence, and prestige, but
I can also be content when I am not winning recognition from others.

I am Low in Agreeableness

My score for Agreeableness was low, at 45%.

Agreeableness describes a persons tendency to put others needs ahead of their own, and to
cooperate rather than compete with others. People who are high in Agreeableness experience a
great deal of empathy and tend to get pleasure out of serving and taking care of others. They are
usually trusting and forgiving.

People who are low in Agreeableness tend to experience less empathy and put their own
concerns ahead of others. Low scorers are often described as hostile, competitive, and
antagonistic. They tend to have more conflictual relationships and often fall out with people.

My low score in Agreeableness indicates that you put My own needs first most of the time. You
may see other people as a threat to My ability to get what you want, and you often suspect
ulterior motives in others. I am mostly unwilling to sacrifice My own needs in the service of
other people.

It may sound funny but I did not agree with this at all. I do give selflessly and always put the
needs of my students and my troops ahead of me. I give service freely to mu country and
something put my life and health at risk for the cause.

I am High in Neuroticism

My score for Neuroticism was high, at 75%.


Neuroticism describes a persons tendency to experience negative emotions, including fear,
sadness, anxiety, guilt, and shame. While everyone experiences these emotions from time to
time, people high in Neuroticism seem especially prone to them.

High Neuroticism scorers seem to react more strongly to situations and events that have the
potential to provoke negative emotions. For instance, they would be more likely to feel
threatened by a stranger passing on the street, or to interpret a comment from a colleague as an
insult. High Neuroticism people have emotional systems that are on high alert, looking for
danger and peril at every turn. I think this is mainly because of my army lift.

People high in Neuroticism are also more likely to doubt themselves and their abilities. They
often feel personally responsible for their own bad luck, and feel a sense of shame when things
dont turn out the way theyd like.

While Neuroticism is not generally thought of as an asset, there are positive points. People high
in Neuroticism are unlikely to overlook the perils of life, and tend to be realistic about the
problems and limitations in the world. There is also some evidence that Neuroticism can push
people to higher levels of achievement, provided they are generally well-adjusted. It seems the
fear of failure can provide an important source of motivation.

I was really impressed with all the submissions - such a wide and creative range of images to
pick from, it was hard to choose my favorites!

In just a few seconds, with a brief glance, a person unfamiliar with you will evaluate who you are
based upon your appearance and personality. This first impression is critical - in order to impact
those around you, use your personal brand to differentiate yourself and make a positive
impression. You will also strengthen your confidence level since you will be presenting from
your position of strength.

As you develop or cultivate your brand, you become in charge of how you present yourself and
act. Figuring out who you are as a brand might seem like a big ask, but to clarify: Im not asking
you to figure out your brands sole purpose in life, just how youd like to be perceived by others.

Think of it similarly to how you adjust your personality and clothes to suit different situations.
Sometimes you want to appear casual and relaxed, so you speak with slang, dress simply, etc.
Other times, you want to be seen as more professional and sophisticated, so youll speak a little
more elegantly, and dress in something sleek and formal. Its all about a collection of
adjustments, both visual, written and verbal, that add up to make a distinct perception.

But how can you empower yourself to step back and look at the big picture so you can see
yourself as being more effective? Begin with an honest assessment of where you are at, then
determine where you need to go. A brand is not static, but constantly in development, altered by
situations and accomplishments.
Self-esteem is not a static thing; it varies based on numerous factors, different situations and the
presence of different people, personal stress levels and change. Think about how you value
yourself and learn to manage the highs and lows of self-esteem, find ways of appearing more
confident even when you are not and learn some powerful techniques to boost your self-esteem
and learn about your personality.

It is important that you give yourself sufficient time to reflect on


and process your study experience internally. When you process
your experience in writing, these questions should help you reflect
and learn.

WHAT? What have you learned through the unit? What


stands out to you, feels new to you, excites you, or challenges
you?

SO WHAT? Why did this learning matter? Why is it


important - to you personally or in the bigger picture?

NOW WHAT? What do you do from here? How will you take
this learning with you?

Share with us, your responses to these questions, linking them to


some of the activities you did during this unit.
Quite often we do not consciously distinguish between what makes
one person 'proficient' and another 'expert'. In my experience
reflective practice is a particularly useful tool in this context.
Therefore it is not only relevant to people who are learning but also
to people who are competent but still want to improve.

Reflective practice encourages individuals to question what, why


and how we do things and what, why and how people with whom we
interact also do things. It is a process that seeks to understand the
underlying mechanisms and rationale behind behaviour. It
encourages the individual to view their own activities and their
outputs from different perspectives by seeking feedback from
others. The purpose is to create greater awareness and
understanding of the reasons for and impact of ones actions. It is a
process of questioning assumptions, keeping an open mind and
asking 'what if'?

Prioritizing skills are your ability to see what tasks are more
important at each moment and give those tasks more of your
attention, energy, and time. You focus on what is important at the
expense of lower value activities. Prioritizing is about making
choices of what to do and what not to do. To prioritize effectively
you need to be able to recognize what is important, as well as to see
the difference between urgent and important.

With good prioritizing skills, you finish as soon as possible all the
important urgent tasks, the ones that would get you into a crisis or
trouble otherwise. Then, you focus your attention and try to give
more and more time to those most important, but not urgent tasks,
the ones that are most rewarding in the long run.
It can definitely be a struggle for individuals beginning a new
lifestyle to adjust to a total new way of life.
It is important that you give yourself sufficient time to reflect on
and process your study experience internally. When you process
your experience in writing, these questions should help you reflect
and learn.
What are the lessons I have learned that I never want to
forget?
What are some skills I have learned?
Share with us, your responses to these questions, linking them to
some of the activities you did during this unit.
done so far.

Steve, how do you believe that this discussion topic is related to


your professional goals? I appreciate your reflection.
Maria, apply what you learned from this activity to some aspect
of your life and share your findings with our colleagues. Thanks!
Antoine,

It is clear you are making deep connections to the material


presented here.

If you were to suggest resources for someone interested in


learning more about this topic, what would you suggest?
Shante, were you able to locate any peer-reviewed research to
support your answer to this discussion prompt? If so, what
source(s) did you find most valuable?
Anthony, if we wanted to extend this discussion beyond what has
been shared so far, what additional questions could we ask?
5 tips to help you write your next journal entry:
1. Start off with whatever in your mind about your learning
experience in the course
2. Dont just throw in events in chronological order
3. Describe the meaning of what you learnt in the course. Also,
your reaction, feeling, opinions, views on both the learning
process and the learnt material
4. List the goods and bads, strengths and weaknesses you consider
you demonstrated in the course of your learning
5. Make advice for yourself and make plan for your learning in the
near future
The most important part of your post is the content, in other words
those aspects dealing with information, actions, events and
experience, as experienced by you. Reflecting content should show
that you have given focus to a particular situation, for example,
completing the activities.

At the same time, it is also essential to reflect the feelings and


emotions experienced in order to bring them into sharper focus.
This will help you to own and accept your own feelings.

In completing Unit activities, it is appropriate to ask yourself such


direct questions as "How did this make me feel?

To allow your reflection to be more effective, I want you to see how


the units help you build greater understanding of not only what is
being written/said, but the content, feeling and meaning of the
messages.

To further improve your reflection process, read what the other


students (and your tutor) are saying and look for shared
experiences or circumstances - this will give you more to write
about. Also, remember that communication is an interactive two-
way process and therefore you need to respond to your colleagues'
posts.

How are you different after you completed the Orientation Activities,
compared to when you entered this course?

What have you learned about yourself?

If you had to rewrite your Introduction in your Orientation Activities,


what changes (if any) would you make?

Thanks for sharing with us and for your contribution to your


colleagues' posts.

"Our deepest fear is not that we are inadequate. Our deepest fear is
that we are powerful beyond measure. It is our light, not our
darkness that most frightens us
Marriane Willaimson (2005)

You are powerful beyond measure Sermone, and I want to look in


Unit 1 and find another phrase or sentence that positively describes
you and share it with us.

Your focus on balance is very commendable. As a reflective


practitioner self-examination is the name of the game. Do not allow
the fears of failure to hinder your progress. As you have identified
your fears, you need to find and focus on the positive steps to
negate your fears becoming a reality. That inner strength and
fortitude has to be always in the mix.

For me, life is an uphill climb. Uphill, not because it is difficult, but
because, we are supposed to live up to our full potential. We have to
complete the task of being born as human beings; we have to reach
our ultimate possibilities. In this climb, we meet many people, some
of them boost our morale, some discourage us from looking up
ahead, some make us weak and some just waste our time. In my
climb in life, I have met all sorts of people and most of them
continued to stay on. Some I had to let go, because they were just
not worth it. Some came back and stayed even more committed to
the journey.

But, that as they say, is life.

I hope you can all draw something enlightening for the above post.

The attributes you mentioned are interrelated, and they can be


learned or improved upon. Perseverance means that you don't give
up when circumstances become difficult. People are willing to
persevere for what they really want. You have decided that you
really want to complete your journey; your may now have to
determine whether you have, or will want to develop, the patience
and perseverance necessary to do so.

What if you could go one step further and empower yourself to see
be the architect of your own learning? As you read, listen and
discuss, you may ask yourself, "Do I understand completely? Can I
picture what I am hearing/reading? If not, what gaps exist? What
do I need to question the speaker/author about?"
If you are in charge of your own learning; essentially, you will direct
your own learning processes.

As you take your journey towards personal self discovery, list what
you like and dislike about your own character traits. Take one
characteristic that you wish to change. Write every thought, feeling,
and memory you have related to this trait. What blocks you from
moving this trait in a positive direction? What are some baby steps
you can take to improve this trait? Describe how you will look, act,
and feel when you have transformed this trait in yourself. Take a
moment each day to feel and visualize this updated trait in yourself
as if it is already true. Continue with more of your traits that you
wish to transform and you are on your way to expressing yourself
more.

While preparing to learn throughout this semester, ask yourself:


what am I doing to encourage myself to:

learn how to learn


be motivated
help change my values
learn how to interact better with other people
integrate concepts that I am learning with other concepts,
other courses, future careers,
apply my skills to new situations,
develop knowledge

We face challenges everyday. We have mountains to climb always.


Knowledge, education, dedication, and perseverance are valuable
equipment in life's continuous climb. We should always set our
sights high: ALWAYS REACHING FOR THE SUMMIT.
Do you ever wonder who you really are? Do you have problems
which occur again and again - patterns of behaviour that you just
can't break out of? Keeping a journal for an extended period of time
lets you learn the truth about yourself: how your motivation waxes
and wanes, how many projects you let fizzle out after a brief burst
of excitement; what topics you return to again, and again, and
again...

Everyone has a mix of learning styles. Some people may find that
they have a dominant style of learning, with far less use of the other
styles. Others may find that they use different styles in different
circumstances. There is no right mix. Nor are your styles fixed. You
can develop ability in less dominant styles, as well as further
develop styles that you already use well.

Your learning styles have more influence than you may realize. Your
preferred styles guide the way you learn. They also change the way
you internally represent experiences, the way you recall
information, and even the words you choose.

While preparing to learn throughout this semester, ask yourself:


what am I doing to encourage myself to:

learn how to learn

be motivated

help change my values

learn how to interact better with other people


integrate concepts that I am learning with other concepts,
other courses, future careers,

apply my skills to new situations,

develop knowledge
When you began this course it was expected that you would have
contradictory feelings and challenges...but I am sure you were not
expecting the ones you encountered.
It is not how many times you fall or fail but how many times you get
up. So goes one of the old sayings about perseverance. And there is
a certain amount of truth to it, as far as it goes.

During each day we are faced with many challenges, choices. What
guides our choices in these moments?

In another sense perseverance is about adjustment, about openness


to change. It is not the goal that changes but the ways we move
toward that goal. What have you read in the unit that would assist
you in moving towards your goals?

It is not words but the actions of our lives that give voice to our
desire, our goal. What are some of the actions that were mentioned
in the unit that would guide you towards your goal?

Using the Unit and the in-class reflections as a guide, you were able
to discuss what you have learned and what surprised you. It is
clear to see how your thinking/perspective about the particular
issues changed your views.

I am looking forward to your responses to these questions,


Motivation is a state of mind that an individual uses to encourage
themselves to attain their goals. To have an experience isnt enough
to ensure learning; you need to intentionally and thoughtfully
reflect upon the experience and what you learned from it to ensure
that learning occurs.

These reflections are intended to help you focus in on what you are
learning (or not learning), identify issues or concerns on your mind,
explore an idea more deeply, or in other ways enhance your learning
about the course topics, yourself, and others.

You choose the option to give it your all....... Well, here are some
guidelines to assist you

WHAT? What have you learned through the unit? What stands
out to you, feels new to you, excites you, or challenges you?

SO WHAT? Why did this learning matter? Why is it important -


to you personally or in the bigger picture?

NOW WHAT? What do you do from here? How will you take this
learning with you?

Please share with us.

Dreana

It is important that you give yourself sufficient time to reflect on


and process your study experience internally. When you process
your experience in writing or just in thought, these questions
should help you reflect and learn.
In what ways have I changed?
What are the lessons I have learned that I never want to
forget?
What are some skills I have learned?
What are some things I might do to make the transition
easier?
What have been the important things about this course that I
want to share with family and friends?
Share with us, your responses to these questions, linking them to
some of the activities you have done so far.

Reflection is about thinking and questions help our brains


think. Consider using his list of questions as your "starter set"
of reflective questions - the questions to help you think about
what happened and what you can learn.
What worked? Why?
What didn't work? Why?
What does this situation remind you of?
How can I use this experience?
How does this experience relate to other situations I've
been in? What can I learn for that situation?
Knowing what I know now, what would I do differently
next time?
By three methods we may learn wisdom: first, by reflection, which
is noblest; second, by imitation, which is easiest; and third, by
experience, which is the most bitter. ~ Confucius

In order to know how it went, we need to be able to assess where we


are, what we have learned, and whether what we have learned is
important. Now lets look back on all of the things that we discussed
and learned. It sounds like you have learned a lot of important
things.

For your next journal entry, I would like you to reflect and evaluate
independently. I want you to write about what you
have personally learned. I also want you to write more about some
changes that you might be seeing in yourself. Finally, I want you
also to include how you have used or will use what you have learned
in your everyday life and goals.

I am looking forward to your post...I am sure its going to be


awesome.

When you began this course it was expected that you would have
contradictory feelings and challenges...but I am sure you were not
expecting the ones you encountered.

It is not how many times you fall or fail but how many times you get
up. So goes one of the old sayings about perseverance. And there is
a certain amount of truth to it, as far as it goes.
During each day we are faced with many challenges, choices. What
guides our choices in these moments?

In another sense perseverance is about adjustment, about openness


to change. It is not the goal that changes but the ways we move
toward that goal. What have you read in the unit that would assist
you in moving towards your goals?

It is not words but the actions of our lives that give voice to our
desire, our goal. What are some of the actions that were mentioned
in the unit that would guide you towards your goal?

Using the Unit and the in-class reflections as a guide, discuss what
you have learned. What surprised you? Has your
thinking/perspective about particular issues changed?

I am looking forward to your responses to these questions,

Hi there
For your first journal entry I also want you to provide responses to
the following questions:
How did the activities in the Unit challenge me?
What difficulties or problems I encountered and how did I find
solutions?
What did I value most in your experience - what was my "A
For me Self-Reflection is the way to remove inner road-blocks, to
first become aware of the things that really holding me back and
then tackle them by finding a solution.

Being able to stop, think, and reflect about all of the things you
have heard is very important. Reviewing and reflecting helps us to
retain what we have learned and to increase our awareness of what
happened. There is always room for improvement. Maybe I could
have taught something better or maybe you could have studied
more on a particular subject. These kinds of reflections lead to
evaluating what went well and what needs improvement.

Why do you think it would be important for us to stop and think


about what happened and what we learned in class?

For your next journal entry we are going to reflect on what you have
learned and evaluate how well it went.....So.....
Explain what you have learned in Unit 2 and any changes that
you see in yourself.
Explain why what you have learned is important.
Predict how you will use it.
For me, a crucial part of teaching is doing my best to acknowledge
and react to the unique experiences, thoughts, and emotions that
inform the way every student thinks. I do my best not to see any of
my students as purely a behavioral problem, a significant
contributor to class conversation, or a quiet student who refuses to
participate. With so many students to keep track of it can be
tempting to see each as simply the sum of their skills or to view
each as a cog in the wheel of the classroom. I believe successful
teachers find ways to view each student as an individual human
being. This means being aware of the progress certain students are
making. It means holding students accountable for high quality
work, but also showing compassion when they fail to live up to the
standards I set for them. I hope as a budding teacher that you also
set such standards and expect the same from your students.

This journal began with a restless vibrancy and a debilitating lack


of confidence in what this course had to offer you. When I read
your first journal entry I knew I had to find ways to increase your
confidence in what this course had to offer you. I want you to see
yourself as a capable and creative student, who, with hard work,
would flourish in any of your courses. I am sorry that you did not
post your entries during the course of the term so that your
classmates and I would have been further able to comment and
share in your growth. Letting others see your thinking process can
be an intimidating process but we were willing to help you along
once you were willing to help yourself by seeking help. Students in
this course also had to be self-directed and highly motivated in
order to be successful.

Now that this course is indeed at an end, it is time for you to reflect
on your progress so far. Please go to the portfolio activity and show
case your growth through out this course.

I am looking for viewing same and I hope you enjoy the experience
of reviewing your path towards self-empowerment.

Reflection activities involve individual learners addressing the


interactions with peers and providing feedback. Such
communication can help in improving the effectiveness of your
journal as well as your learning.
I want to encourage you to explore issues more deeply and to think
about the multiple perspectives your colleagues have posted. By
providing specific responses to your colleagues' posts you will be
presented with the opportunity to see immediately what you need to
continue to improve your performance. To further improve your
reflection process, read what the other students are saying and look
for shared experiences or circumstances - this will give you more to
write about. Also, remember that communication is an interactive
two-way process and therefore you need to respond to your
colleagues' posts.
The most important part of your Journal is the content, in other
words those aspects dealing with information, actions, events and
experience, as experienced by you. Reflecting content should show
that you have given focus to a particular situation, for example,
completing the activities in the Units.
At the same time, it is also essential to reflect the feelings and
emotions experienced in order to bring them into sharper focus.
This will help you to own and accept your own feelings. In
completing this weeks activities, consider asking yourself direct
questions as "How did this make me feel?

To allow your Journal entries to be more effective, I want to see how


the units have helped you build greater understanding of not only
what is being written/said but the content, feeling and meaning of
the messages. To do so, consider the purposes of reflecting below:
To allow you to 'hear' your own thoughts and to focus on what
was said/read and what you felt.
To show the readers that you are trying to perceive the world
as you see it and that you are doing your best to understand
the messages being sent.
To encourage others and yourself to continue thinking.
To further improve your reflection process, read what the other
students are saying and look for shared experiences or
circumstances - this will give you more to write about. Also,
remember that communication is an interactive two-way process
and therefore you need to respond to your colleagues' posts.
Thank you for sharing your personal thoughts with us. It is indeed
going to be a climb. Having completed Unit 1, I want you to reflect
on the following questions and share your responses with us:
What assumptions and thoughts did you have about the unit?
What thoughts do you have about what you were learning?
What part of the reading impacted you most and why?
Did you have any "aha" or "wow" moments? What were they and
how has it changed or impacted your understanding?
How will you apply what you've learned?
The most important part of your Journal is the content, in other
words those aspects dealing with information, actions, events and
experience, as experienced by you. Reflecting content should show
that you have given focus to a particular situation, for example,
completing the activities in Units 1 and 2.
At the same time, it is also essential to reflect the feelings and
emotions experienced in order to bring them into sharper focus.
This will help you to own and accept your own feelings.In
completing Unit 2 activities, it is appropriate to ask yourself such
direct questions as "How did this make me feel?

To allow your Journal entries to be more effective, I want to see how


the units have helped you build greater understanding of not only
what is being written/said but the content, feeling and meaning of
the messages. To do so, consider the purposes of reflecting below:
To allow you to 'hear' your own thoughts and to focus on what
was said/read and what you felt.
To show the readers that you are trying to perceive the world
as you see it and that you are doing your best to understand
the messages being sent.
To encourage others and yourself to continue thinking.
To further improve your reflection process, read what the other
students are saying and look for shared experiences or
circumstances - this will give you more to write about. Also,
remember that communication is an interactive two-way process
and therefore you need to respond to your colleagues' posts.

You have begun completing a SWOT analysis on yourself by creating


framework for analyzing your strengths and weaknesses as well as
the opportunities and threats that you face. This helps you focus on
your strengths, minimize your weaknesses, and take the greatest
possible advantage of opportunities available to you.
Also, importantly, I want you to look at your strengths, and ask
yourself whether these open up any opportunities - and look at your
weaknesses, and ask yourself whether you could open up
opportunities by eliminating those weaknesses.
Share your responses with us.
Reflective practice has huge benefits in increasing self-awareness,
which is a key component of emotional intelligence, and in
developing a better understanding of yourself and others. Reflective
practice can also help you to develop creative thinking and writing
skills. Personal presentation is all about marketing YOU, the brand
that is you. What others see you do and read you say will influence
their opinion of you - so personal presentation is about painting
yourself in as positive a light as possible - always.
Personal presentation is concerned with conveying appropriate
signals for the situation and for the other individuals involved. By
improving your personal presentation you improve your
communication skills and reduce barriers to understanding.
Having said that, and you having reflect on your posts, now share
with us some of the goals you are setting for yourself as you
continue to present your journal entries and discussion posts?
--
Learning brings about changes in the way we act, think and/or feel
about ourselves, other people and the world around us. Such
changes may be permanent or temporary depending on our own
perceptions of the importance and relevance of the gained
knowledge.

Deriving meaning indicates that there is meaning in texts and that


meaning needs to be understood. "Constructing meaning indicates
that often readers go beyond the meaning explicitly contained in the
text and add to that meaning based on their own experience and
their ability to infer additional or deeper meaning.

A lot of our learning occurs randomly throughout life, from new


experiences, gaining information and from our perceptions, for
example: reading a newspaper or watching a news broadcast,
talking with a friend or colleague, chance meetings and unexpected
experiences. Many experiences in life provide us with learning
opportunities from which we can choose whether or not to learn.
Reflect on your learning. Think about how and why you learned,
including how you felt about a particular topic or situation, before
and after you developed your knowledge from this Unit. Share that
reflection with u
A reflective journal is not...
simply a summary of the course material. Focus more on your
reactions to what you've read, and what you've been reading.
However, the fact that you are keeping a record of what you learn is
an incentive to keep pushing ahead. There's an old saying "you
don't know what you know till you've written it down" - and several
research studies have found this to be true. By telling yourself what
you've learned, you can track the progress you've made. You also
begin to notice the gaps in your knowledge and skills.
Share with us below, the
Points that you found specially interesting in your reading,
and would like to follow up in more detail.
Questions that came up in your mind, because of points made
in material you read on this topic.

Self-motivation is a key life skill and something that everybody


interested in personal development should think carefully about.
Motivation pushes us to achieve our goals, feel more fulfilled and
improve overall quality of life. People who are self-motivated tend to
be more organised, with good time management skills and have
more self-esteem and confidence.
Understanding and developing your self-motivation can help you to
take control of many other aspects of your life. As you continue
thinking about what motivates you to perform a certain task, think
about both intrinsic and extrinsic motivators - if you have trouble
getting motivated to perform specific tasks it may be useful to write
them down and list the motivators for each.
In considering your "continuous assessment" it is important to
remember, when thinking about what you would like to achieve in
your life, that change is inevitable. Your circumstances and
priorities will change through your life,
The SWOT analysis you have described above correctly commenced
with an evaluation of your strengths. I encourage you to continue to
write down all of your strengths during this stage of the SWOT
analysis. Examples of your strengths can be lots of experience and
you can continue to improve on gaining strong oral and written
communication skills. I am certain that by the end of the unit, you
would be closer to feeling a greater sense of accomplishment. I am
proud of your improvement.

"Our deepest fear is not that we are inadequate. Our deepest fear is
that we are powerful beyond measure. It is our light, not our
darkness that most frightens us
Marriane Willaimson (2005)
You are powerful beyond measure Sermone, and I want to look in
Unit 1 and find another phrase or sentence that positively describes
you and share it with us.
Your focus on balance is very commendable. As a reflective
practitioner self-examination is the name of the game. Do not allow
the fears of failure to hinder your progress. As you have identified
your fears, you need to find and focus on the positive steps to
negate your fears becoming a reality. That inner strength and
fortitude has to be always in the mix.
I am pleased that this unit helped you to examine yourself, and
made you aware as to how it can help you develop as a learner.
-
I do agree with you that a time table is necessary - not that which is
given to you by UWI, but one which includes your daily tasks etc so
that you will be able to prioritize your work.
Online learning is learning that is controlled mostly by you, the
student. Distance learning is self directed; therefore making you
the master of your own learning. Although distance learning can be
challenging, it can certainly be fun! Studying online is not difficult.
How well you do, depends on how well you can function without
constant supervision, always bearing in mind that you are working
to a large degree at your own pace. Online learning requires the
same basic principles that you the student possess. These are:
A high level of responsibility
Dedication
Self discipline
Good time management skills

The work in an online course can pile up pretty quickly. The


most successful online students are those who manage their
time well and take a proactive approach to completing
coursework. Don't procrastinate. Develop a weekly schedule
and stick to it. Here are some ways to help you get caught up
with everyone in your class.

Make a list of what you've

missed. It can be scary, but you need to be able to gauge


exactly how much you have to do.

Make a plan for how you're going to do this missed work.


Dedicate at least two hours a day to doing old assignment, and
you'll probably be caught up in at least two weeks.
Hand in all upcoming work on time. Make a pact with
yourself not to get any farther behind while you work on
catching up. Set aside time every day to gather all upcoming
assignments and make a detailed plan for how you will
complete them. This is showing responsibility and will get you
motivated to get caught up. This is also helpful so you don't
get behind anymore and avoid receiving zero grades.

Talk to your tutor honestly. Explain what may have lead you
to fall behind and ask what you can do to get caught up. Your
tutor may be able to connect you additional resources based
on your needs.

Talk honestly to other students in the class as to why you


are really behind. Someone else may be having the same
trouble as you are? Who might be able to help you? It's worth
it to put yourself on the line to get this extra support. You
might realize that the class is hard for everyone, and their
strategies for keeping up may assist you.

Many people who have never taken an online class mistakenly


assume that it will take less time than a traditional, on-
campus class. This is not true. An online class can be just as
demanding and time consuming. Some students find that
online classes actually require more time. The only time
savings you can expect is the time you would have otherwise
spent commuting. And an online class does make it much
easier for you to choose WHEN you do your coursework.

Don't be ashamed about falling behind. It happens to


everyone, and the important thing is that you need to deal
with it now. If you find yourself falling behind again, get in
touch with your instructor before and not after it happens.

When you write in your journal, don't dwell on things that


went wrong. Focus on the positive aspects of your day or week
- even when you have to dig hard to find something. It might
take a while for you to notice the effect, but you'll soon be
seeing faster change in your life: we tend to move towards what
we're focusing on.

Keep soldiering on.


Inner strength is one of the expressions of willpower. Its
lack or presence determines whether you fail, or accomplish
goals and achieve success.
Willpower, together with inner strength, is like a powerful engine
that drives you toward success and achievement. Willpower and
inner strength are vital skills, necessary for carrying out tasks,
chores and decisions and for the achievement of goals. Without
them, it is difficult to start anything, and difficult to get to the
finish line of what you started.
These skills are erroneously considered as belonging only to
highly successful people as you will see during this week's
discussions.
-----------

Everyone has a mix of learning styles. Some people may find


that they have a dominant style of learning, with far less use
of the other styles. Others may find that they use different
styles in different circumstances. There is no right mix. Nor
are your styles fixed. You can develop ability in less dominant
styles, as well as further develop styles that you already use
well.
Your learning styles have more influence than you may realize.
Your preferred styles guide the way you learn. They also
change the way you internally represent experiences, the way
you recall information, and even the words you choose.

Do you ever wonder who you really are? Do you have problems
which occur again and again - patterns of behaviour that you
just can't break out of? Keeping a journal for an extended
period of time lets you learn the truth about yourself: how
your motivation waxes and wanes, how many projects you let
fizzle out after a brief burst of excitement; what topics you
return to again, and again, and again...

When you get right down to it, student growth is what any
educator wants to at least glimpse. I am hoping that you will
keep experiencing growth.

I find that the student reflection journals show student growth


on a personal level. When growth is evident, students often
gain confidence in setting new goals. Reflecting on progress
made can be a tremendous opportunity to set goals. These
goals can empower you to own your learning.

As you take your journey towards personal self discovery, list


what you like and dislike about your own character traits. Take
one characteristic that you wish to change. Write every thought,
feeling, and memory you have related to this trait. What blocks
you from moving this trait in a positive direction? What are some
baby steps you can take to improve this trait? Describe how you
will look, act, and feel when you have transformed this trait in
yourself. Take a moment each day to feel and visualize this
updated trait in yourself as if it is already true. Continue with
more of your traits that you wish to transform and you are on
your way to expressing yourself more.
What if you could go one step further and empower yourself to
see be the architect of your own learning? As you read, listen and
discuss, you may ask yourself, "Do I understand completely? Can
I picture what I am hearing/reading? If not, what gaps exist?
What do I need to question the speaker/author about?"
If you are in charge of your own learning; essentially, you will
direct your own learning processes.
Assignment writing is the major important part of every student
life. You cannot run away from assignment writing task through
your academic life. As a result of it, you needs to develop
sufficient skills which will not only help you write quality
assignments but also help you in obtaining higher grades.
Completing these assignments on time is a trademark of a
successful student, as this trait helps you later in life. It may be
difficult managing your time, but it can be done.
Here are some guidelines to consider in completing your course
assignments in time.
Prioritize your time. You need to prioritize your time in both
your studies and other aspects of your life. You need to
manage your time wisely by scheduling your activities. Plan
your daily and weekly activities by using a weekly planner and
a time management guide. By prioritizing your time, you can
complete your assignments while also attending lectures and
possible work commitments.
Find ample motivation to succeed.
Motivate yourself to achieve all of your goals. Your mental
attitude determines your energy to work towards achieving a goal.
If you are motivated, then you will enjoy working towards your
goals and meeting academic deadlines. Make studying a focus to
motivate yourself. Having self-confidence can boost your morale
in studying and completing your assignments.
Taking care of your health to avoid stress can also motivate you,
as it pushes you towards success. Use techniques such as
meditation and visualization in order to have a positive mental
attitude.

Knowing your strengths as well as your weaknesses will help


you become a well rounded individual. It's great that you are
just beginning to discover new things about yourself.

SherriAnne, knowing your personal strengths and weaknesses


will allow you to apply your skills to tasks that match your
abilities, and to work to improve areas of deficiency.

Sometimes its hard for us to accept a new challenge!! Maybe it's


the fear of failure, or at least for me, it is.But how do you accept
the challenge if you don't feel ready? The truth is that you don't
have to be 100 percent prepared before taking on a new task. As
long as you are about 70 to 80 percent ready, you should
consider accepting that new project. Why? Because you will learn
the rest as you go.
How to prepare your Journal Entries
KEY TAKE AWAY Use on thread to post ALL of your entries. Do not
begin a new thread. Hit reply to your first thread and post the
second entryand so on.

All journals will be posted in the designated forum.

Each student is asked to begin their own thread in that forum using
their first journal. The remaining reflections should be posted to the
same thread as a reply. Therefore, each student will have all their
journal entries and the responses of their peers in one thread.

You are encouraged to offer brief responses to those peers who


provided you with feedback. There is no word limit to these
responses.

You can comment on two (2) of your peers journal for each unit.
Your response can include at least one (1) citation from the unit
reading to support your argument/response.

In each unit you are required to write reflections on what you are
learning about and experiencing in your course and professional
and academic life.

Yourjournal can include (but is not limited to) the following:


What assumptions and thoughts did you have about the unit?
What thoughts do you have about what you were learning?
What part of the reading impacted you most and why?
Did you have any "aha" or "wow" moments? What were they
and how has it changed or impacted your understanding?
How will you apply what you've learned?
Each unit journal entry should include one citation from the
unit

You will post at your own pace. Ensure that you give enough
time for your peers to engage with you on each entry.
I will provide progressive feedback in your journal.
Dreana
Friends and family who suffer the lack of abundance, joy, love,
fulfillment and prosperity in their own lives really have no business
imposing their self-limiting beliefs on you.

However, Life is a continual struggle to roll with the punches; people


throughout the world have to deal with many hardships throughout
their day. The key to being able to empower ones self is to be able to
turn hardships into opportunities and take advantage of them.

Friends and family who suffer the lack of abundance, joy, love,
fulfillment and prosperity in their own lives really have no business
imposing their self-limiting beliefs on you.

However, Life is a continual struggle to roll with the punches; people


throughout the world have to deal with many hardships throughout
their day. The key to being able to empower ones self is to be able to
turn hardships into opportunities and take advantage of them.

. "When you do what you fear most, then you can do anything.
Stephen Richards

You have clearly identified where You were and where you want to
be. Knowing where You came from and how you got here helps you
to evaluate whether or not you are going in the right path.

I am pleased that you have decided to become and remain brave as


opposed to remaining a victim.

How would you define your values?


Before you answer this question, you need to know what, in general,
values are.
Your values are the things that you believe are important in the way
you live and work.
They (should) determine your priorities, and, deep down, they're
probably the measures you use to tell if your life is turning out the
way you want it to.When you know your own values, you can use
them to make decisions about how to live your life... take the time to
understand the real priorities in your life, and you'll be able to
determine the best direction for you and your life.
I need to make an important point that I believe is central to the
acquisition of new vocabulary and the understanding of word
meanings; that is, the importance of context. It is my belief that
context is at the very foundation of vocabulary acquisition, and
without it you will really make your life harder and things will be a
pain in the neck to remember. Context, by the way, simply refers to
the parts of a written or spoken statement that precede or follow a
specific word or passage. So, in other words, what comes before
and after a word.
A great deal of your time university will be spent thinking; thinking
about what people have said, what you have read, what you yourself
are thinking and how your thinking has changed. It is generally
believed that the thinking process involves two aspects: reflective
thinking and critical thinking.
Today in my staff room there was a big argument over using the
word "understand as an objective. Some teachers argued that
understanding cannot be testing while others felt differently.

My argument is that once learning takes place, and the subject


matter is well understood, this can be manifested in the learner's
behaviour in terms of ho he/she will now respond to different
events. The way learners attend to, code, transform, rehearse, store
and retrieve information can be influenced by the learners'
thoughts, beliefs, attitudes, and value. In responses to the
environment shaping values and values shaping the learner's
interpretation this can be managed through processes of mental
planning, reasoning and problem solving strategies that the learner
may employ - based on similar and previous experiences. we learn
based on things that we may have learned before and cognitively
speaking, we can use our internal and external knowledge that are
shaped by our values and beliefs, to create and interpret
information around us. Yes, changes in behavior can be observed,
but how do we effectively use these changes as indicators as to
what is happening inside the learner's mind?
--
The combination of all the body parts for is an interesting way of
analyzing. I believe if you actually put this combination into
practice then you are well on your way to keeping abreast of
changes in your personal self-profile that relate to your
competencies and learning practices.

My Objectives and how they match to body parts and reasons


why they match.
Critically examine their personal learning practices, beliefs
and assumptions about how they learn (heart). To critically
examine is to scrutinize something carefully or in detail.
Therefore to critically examine your personal practices and
beliefs is to search deep into your inner being, your heart for
meaningful answers.
Take the initiative to practice in an integrative manner, the
skills that are associated with creative thinking, critical or
reflective thinking and problem solving (head) Thinking,
reflecting and problem solving are all actions which suggest
and demand active brain exertion.
Demonstrate the basic roles and responsibilities expected of a
learning team or learning community (limbs). Demonstration
implies showing by physical example. You need your body
parts to actively illustrate your roles and responsibilities as
part of a team.
The objective at the 1st bullet can be included in an examination
since a student can outline and discussed their personal
perspective.
The objectives at bullet 2 & 3 are observable and can only be
evaluated over time based on student's attitude and behaviour.
Not every objective can be tested in an examination. Some are
formative which means ongoing and measurable over time, while
others are summative where a rubric/checklist has to be used to
evaluate the final product.

It is a simple point that what is taught is not the same as what the
students learn, but it does have a number of implications. When a
student learns, the student becomes hopeful.
Perspectives on learning have changed dramatically over the
decades. Which of the following is your perspecive on learning?

1. Learning as an increase in knowledge. (The student will often


see learning as something done to them by teachers rather
than as something they do for themselves).
2. Learning is memorising. (Learning is about getting it into your
head. You have just to keep writing it out and eventually it will
go in).
3. Learning is acquiring facts or procedures that are to be used.
(Learning is about learning the thing so you can do it again
when you're asked to, like in an exam.)
4. Learning is making sense. (Learning is about trying to
understand things so you can see what's going on. You've got
to be able to explain things, not just remember them.)
5. Learning is understanding reality. Learning enables you to
perceive the world differently).
6. When you have really learn something, you begin to see things
you couldn't see before. Everything change

How would you define your values?


Before you answer this question, you need to know what, in general,
values are.
Your values are the things that you believe are important in the way
you live and work.
They (should) determine your priorities, and, deep down, they're
probably the measures you use to tell if your life is turning out the
way you want it to.When you know your own values, you can use
them to make decisions about how to live your life, and you can
answer questions like these:
What job should I pursue?
Should I accept this promotion?
Should I start my own business?
Should I compromise, or be firm with my position?
Should I follow tradition, or travel down a new path?
So, take the time to understand the real priorities in your life, and
you'll be able to determine the best direction for you and y

Describe how you see yourself (what kind of person are you?). What
do you know about yourself (what are your values? why do you
react to situations, people, and things as you do?). What are your
strengths and why? What are your weaknesses and why? What
motto do you have? you react to situations, people, and things as
you do?). What are your strengths and why? What are your
weaknesses and why? What motto do you have?

Kellise, you can share any responses to these questions in your


Journal.

FOUN1501 | S2 -> Orientation Learning Activity # 1 - Your


Learning Style -> My Learning Style
by Debra-Dreana Marshall-Stuart - Tuesday, 3 February 2015, 9:42
AM
Everyone has preferences for learning. Everyone has their own
preferred way how to learn, when to learn and what is learned. If
you understand how you learn best when gaining new information,
studying for exams or acquiring new skills on a job, you can save
yourself hours of time and frustration. Your learning preferences
show how your brain processes or translates information. The most
commonly mentioned learning styles include visual, auditory and
tactile (or kinesthetic) learning. It is common to use more than one
learning style, but don't be surprised if you find that one of these
styles works for you better than the other. People generally use a
combination of styles when they learn, but most often one or two
main types are the styles in which individuals learn best.
I work best from thinking and doing over reading directions or
someone showing me how to complete a task.My way of learning
things is unique to me. I have to admit that my dominate
personality is assertive and outgoing however I do experience
moments of shyness. In the future I plan on working towards
enhancing my learning skills by setting goals, and creating new
ways of thinking.
Dreana Marshall-Stuart - Tuesday, 3 February 2015, 9:33 AM

Some of multi-modal preferences people said that it is necessary for


them to use more than one strategy for learning and
communicating.

There is a variation in skills with this modality, for instance, if I


have to read a paragraph homework, I have to read it over and over
to have the main idea and purpose, it also happens when I read a
book, I sometimes have to read over a page or part. When doing a
practical activity, I have to be part of it to prove it works and it is
useful, otherwise I think I will never be part of it. Such as cooking
or a way to teach a skill. I always try a new recipe or a new way to
have students do a certain activity, if it does not work, I try it over
and over until I do it better. Watching videos has been a good way to
acquire learning - this way I can see what people are doing to mimic
the process. Since most people are visual learners, it's important to
go beyond "spoken words" when educating students.

A multimodal study strategy is a method used when you have more


than one preference that is discrete. It can also be when someone
has no preferences to which study strategy they want to use. Being
multimodal means that you have multiple strong points in areas
such as aural, reading, and writing. Those who are multimodal are
context reserved which means they can choose a single mode to suit
the situation.
On the other hand, there are others who are not satisfied until they
have had input in all of the preferred styles. They take an extensive
period to gather information but often have an immersed and
expansive understanding.
For example, when trying to figure out something that will be
brought about physically later, learners that absorb information
better hands on do better when trying out something for
themselves. In addition, this visual factor aids students to
reproduce information on a test better.
Online learning is an exciting adventure that provides a great deal
of flexibility and convenience in earning your degree. However, it
requires a great deal of self-discipline and motivation on your part
to be successful. In many ways, taking an online course is like
taking a course on campus. Both feature individual assignments
and cooperative group projects, and both require you to take exams
to show you are learning the course material. The instructor directs
students through the activities, posting announcements, delivering
lecture materials, responding to questions, and grading
assignments and exams. The great benefit of being in an online
course is that you can have direct, one-to-one communication with
your instructor and fellow students at any time, rather than only
during class or office hours. Unlike the situation in most on-
campus courses, where you can show up for class, listen to
lectures, and perhaps not play an active role in the discussion, the
assignments in online courses require your participation. If you do
not keep up with reading and other homework, you will not be able
to contribute meaningful, timely comments to the online
discussions. Avoid this predicament by setting aside specific times
each week for engaging in course participation activities, and stick
to them. Otherwise, you may find you quickly fall behind in reading
messages to which you need to respond. You will be asked to spend
more time generating and participating in discussions with the
instructor and the other students. These discussions, in which you
will respond to other students' comments, play a central role in the
learning experience.
If you are assigned to participate in team projects, your team
members will rely on you to participate and contribute to the
projects.
You must be responsible for keeping up with the workload so that
you can be an active participant in online discussions. Flexibility is
built into online courses. You can log on when it is convenient for
you, but there are some
things to consider:
Although online courses are asynchronous (students are not
online at the same time), there are
deadlines.
You are responsible for getting assigned reading materials.
You will need to add to discussions and reply to other students'
comments.
You will need to hand in individual assignments on time.
Your presence in the course will be apparent only if you add to
discussions and do the online
assignments. Also, as stated earlier, it is crucial that you keep up to
date by reading all lecture materials
and posted comments before participating in the online
discussions. The following guidelines will help you to be successful
as an online learner:

Identify blocks of time in your weekly schedule to devote to your


classes and establish a schedule
Stick to your schedule consistently without exception
Discuss your new school schedule with friends and family; you
may need their support to stick to it
Limit your distractions including social media, phone calls, etc.
during your class time
Establish an appropriate place to study and participate in your
online classes
Get to know your online professors
Reach out for help if you need it
1 While the level of social interaction can be very high in the
virtual classroom given that many barriers come down in the
online format, it is not the same as living in a dorm on a
campus. This should be made known. An online student is
expected to:
Participate in the virtual classroom 5-7 days a week
Be able to work with others in completing projects
Be able to use the technology properly
Be able to meet the minimum standards as set forth by the
institution
Be able to complete assignments on time
Enjoy communicating in writing.
The online learning process is normally accelerated and requires
commitment on the students part. Staying up with the class and
completing all work on time is vital. Once a student gets behind, it
is almost impossible to catch up.
Meet your tutor
Hi
I am Dreana Marshall-Stuart - your tutor for this course. My
goal is to provide the guidance and support you need as you
navigate the content in this course. My intent is that you
are successful in attaining the knowledge and subject
matter contained herein.
To be successful, it is strongly recommended that you visit
the course site daily to keep abreast of developments in the
course, and to be apprised of assignments, readings, and
discussion topics. I encourage you to participate in the
weekly discussions, post your positions and respond to the
postings of your colleagues in the course. Furthermore, it
is expected that you will read, research, practice using the
applications in the course, and perform the activities
included in each session. In particular, you are expected to
submit all assignments on time as this reflects your
responsibility to yourself, peers, and tutors.
REMEMBER -- learning requires more than posting content
- you MUST be thoughtful, explain your views, connect
them to your real world environments, be thoughtful and
analytical - this is how you will learn best, and retain the
content for future application in your own classrooms.
Even though participating in a distance programme can be
done with flexibility, you should always take an active
approach to learning if you want to be successful in your
course. Flexibility is considered as one of the greatest
benefits of distance learning but at the same time it can
also be a disadvantage for a student who procrastinates, or
is unable to maintain a study schedule, or who is unable to
without reminders, complete assignments on time.
Continue to be dedicated, self-motivated, disciplined and
manage your time properly.This also require you to be active
in online discussions/chats, submit all assignments in a
timely manner as well as participate in group projects
Please ensure that you start out on the right path if you
expect to reach the end of the road successfully.
Dreana
Hello
I am Dreana Marshall-Stuart and live in the sunny island of
Barbados.
Having been introduced to online teaching five years ago, I fell in
love with the idea of using my technological and teaching skills
creatively to enhance my pedagogy and promote learning. I then set
about gaining the necessary qualifications for this new career path
as an online facilitator. I am now at the stage in my career where I
want to move forward to a position where I be part of an institution
using 21st Century teaching and learning skills via the online
environment.
I am currently employed as an Instructional Designer and I am
presently pursing my doctoral studies in Higher Education
Leadership at Walden University. I am also a Lieutenant in the
Infantry Division of the Barbados Defence Force (Reserves) where I
am responsible for training cadets.
I am looking forward to an exciting experience with you. Please feel
free to always reach out to me via Skype (dreanamarshall) or email.
I encourage interaction and communication both in and out of class
and I am looking forward to building a strong online learning
community in this class.
Great Expectations
In order to achieve the goals and objectives that we have outlined
for this course, I expect you to commit to the following:
Attend and participate in at least 95% of all on-line class activities.
Participate frequently in small group and whole class activities, e.g.
e-mail and threaded discussions, etc.
Complete and post all assignments on or before the scheduled
submission date. Avoid penalties for late submissions.
Notify the instructor via (email or Skype) if you are experiencing
problems and as a result, you will miss the deadline for work
that is due.
Communicate with your e-tutor if you have missed online
classes/activities for up to two (2) weeks. Please be advised to
contact the instructor within a reasonable time or date.
I expect that you meet my expectations in the same manner that
you wish for me to meet yours. It must be a team effort...and
therefore you can expect me to address issues as a group. This
means posting your concerns in the student-tutor forum as well as
reading the concerns of others and my responses. This way, we will
all be kept up-to-date. Please be sure to reach out to me at least a
week before an issue becomes a major problem that is more difficult
to solve. Let us work together, in honesty, fairness and with a great
desire to learn from each other.

Great Expectations Because of the nature of online learning, your


commitment is needed to ensure individual and group success. My
expectations of you include:

Developing a study plan or schedule that allows for sufficient


time to participate in class sessions and complete coursework.
Reading the assigned text material so that you can participate in
class discussion and bring up any questions you may have.
Getting actively involved in chat and online course activities --
including Discussion Boards. (Please plan to participate regularly
and with postings of substance (quality and quantity). You will note
in the grading policy that your Discussion Board participation
counts towards your final grade.)
Completing assignments, quizzes, and other learning activities by
the due date to allow your instructor adequate time to review your
work and provide feedback
This plan should help you meet your expectations of an "A" grade.
My expectations of you as a student participating in this course,
is to show that you are capable of managing your time as efficiently
as possible. I am going to at all times, give you the opportunity to
prove that you can be self motivated to successfully complete this
programme. This means that I expect that you will show a high level
of responsibility and ability to complete a task without having to be
pressured by my constant supervision.
Successful learners can be considered as those persons who
voluntarily seek further education, have higher expectations, be
more self-disciplined, older, enjoy learning for its own sake,
demonstrate good thinking skills, able to work independently with
limited structure, and recognize the value of interacting with other
online peers. I am expecting you to be a successful learner.
The responsibilities of a student participating in this course, is to
show that they are capable of managing their time as efficiently as
possible and are given the opportunity to prove that they can be self
motivated to successfully complete the programme which will also
show their high level of responsibility and ability to complete a task
without having to be pressured by constant supervision from your
e-tutor.
I expect you to remain a successful learner by being self-disciplined,
demonstrating good thinking skills, and foremost, being able to
work independently with limited structure, and recognize the value
of interacting with other online peers.
The Dos and Donts for success:
1. Do set aside a specific time during the day for this course--the
best time that fits your schedule. Use this time for preparation and
for participation (reading, studying, posting messages, completing
assignments, taking quizzes).
2. Do check in and contribute to the class several times a week. By
doing this you will keep engaged, on-track, and moving steadily
toward your goal!
3. Do remember there are people here to help you to be successful
in online learning.
4. Don't put off the work! You need to keep up so you can more
effectively participate in group and class discussions.
5. Don't be afraid to ask questions. There are probably several
others who are wondering the same thing.
In many ways, taking an online course is like taking a course on
campus. Both feature individual assignments and cooperative group
projects, and both require you to take exams to show you are
learning the course material. The instructor directs students
through the activities, posting announcements, delivering lecture
materials, responding to questions, and grading assignments and
exams. The great benefit of being in an online course is that you
can have direct, one-to-one communication with your instructor
and fellow students at any time, rather than only during class or
office hours.
Welcome to your online class! I look forward to learning about you
and sharing with you the passion I have for this subject and course
of study. As your instructor, I will guide you, direct you to
information and content, and share current developments in this
course of study. I will ask you to read, watch videos, participate in
thoughtful discussions, and help create a learning community.
Although I am your instructor, we are all learning in this course
and, because of this, I rely on you and everyone in the course to
create a rich and shared learning environment. In your role as a
student, I expect the following from you:
If you have never taken an online course at AUM, take the
Student Blackboard Resource and Orientation course
found on your My Institution tab in Blackboard.
Enter your course frequently to check for announcements,
new discussion posts, and due dates.
Keep me up to date with issues that impact your ability to
meet assignment due dates, etc.
Dont let technical problems wait.
Ask questions! I expect that you know what you need and
that you will ask for clarification or assistance when you
need it.
Commit to excellence! You will benefit from a job well done.
As a student, you may expect that I will:
Provide current and relevant course information and
resources.
Respect your level of skill, knowledge and resources and
invite you to share with the class.
Provide feedback.
Provide instructions, due dates, and evaluation criteria
that are as clear as possible.
Respond to your emails or messages as described in the
course syllabus.
Be a Self-Motivated, Self-Directed Learner
Take responsibility for your own learning and plan to be a
self-directed learner. Dont expect the instructor to provide
you with all the information or direction you need in a
course.
Ask for what you need from your instructor. Your
instructor trusts you to meet your learning needs. If you
have a question, ask for clarification. If you feel lost or
confused, ASK!
Work on being flexible and patient. Life has a way of
intruding in the online classroom that can sometimes be
uncomfortable and trying. Technical issues and difficulties
are also a part of that life. So go with the flow becomes
an important mantra in this process.
Have high standards for your work, thoughtfully consider
feedback, and take responsibility for improving the areas in
which you experience difficulty.
Stay on top of your reading assignments and develop your
research and analysis skills. Assume that taking initiative
on your part will be positively received and will maximize
your learning.
Compared to the traditional class setting, online learning
can seem less structured and some students mistakenly
think it is easier!

The reality is the online learner must take on more


responsibility and ownership of the learning process. We are
committed to providing an online experience that is relevant
and will prepare you for your chosen career. You must also
be aware of the best practices of online students and
commit to be prepared for your online experience.
Sharpen Your Time Management Skills Sharpen Your Time
Management Skills
Be prepared for the amount of time that online learning
takes and make time for it in your week.
Due to the less structured nature of the class, plan time to
study.
The instructor will prepare a detailed syllabus and outline
of the course expectations. Be sure to read and
understand these documents.
Log on to your courses frequently and timely. Look for
announcements, check the calendar, look for new
discussion posts, check for course messages, and
participate in the class.
Make sure you ask your family and friends for their
support. You will need time to complete your work in this
course - time you may have to take away from them. Share
your time management plan with them so they understand
the demands on your life now.
Timely communication is important. Students are expected
to submit assignments and discussion posts on time.
However, if for some reason you are unable to meet the
deadline, contact your instructor immediately, usually by
email or a message within the course, to discuss your
situation.
Write Interesting and Thoughtful Discussion Posts
If you are asked a question in a discussion, blog, or
otherwise, be sure to reply thoughtfully and timely.
Be concise and to the point. Make sure you have a point.
Avoid statements such as, Me, too and I agree. It is
more interesting to know why you agree than the fact that
you agree.
It is not enough to enter the class and read what others
have posted; students need to interact, share ideas, and
give feedback in the classroom. These interactions create
the community among participants and contribute to
learning.
Read what you have written one last time before you
actually post it. Check for spelling and grammar errors.
Make sure your post makes sense. If you are giving
feedback, make sure your points are clear and sound
friendly.
Rely on and be responsible to your colleagues in a course.
Be willing to provide good, constructive feedback to one
another.
See this post in context

FOUN1501 | S2 -> Orientation Learning Activity # 2 - Reflection:


What Do You Think? -> My thoughts on Reflection
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
9:02 AM

The term "reflection" is derived from the Latin term reflectere --


meaning "to bend back." A mirror does precisely this, bend back the
light, making visible what is apparent to others, but a mystery to us
-- namely, what our faces look like.
Schn (1987) talks about 'reflecting on action' where we can
question and challenge what we have done. 'Reflection-in-action is a
reflective conversation with the materials of a situation. Think of a
mirror. Don't you see your reflection when you look into a mirror? A
similar image of yourself is cast on the mirror and you come to
know how you look like. Similarly, the thoughts that get processed
in your mind are those that you will be reflecting on throughout
this course
York-Barr et al (2006, p. 65) infer that as individuals, 'to be
reflective means choosing with intention ways of thinking, being
and doing. To be reflective means choosing enrichment around our
day's activities. It means committing oneself to continuous growth
as a person and as a professional'. You must be able to give
absolute importance to your own opinions, beliefs and experiences.
References:
Schn, D 1987, Educating the Reflective Practitioner, Jossey-Bass,
San Francisco.
York-Barr, J., Sommers, W., Ghere, G & Montie, J 2006,
Reflective practise to improve schools: an action guide for educators,
2nd ed., Corwin Press, Thousand Oaks, California.
See this post in context

FOUN1501 | S2 -> Group Discussion Topic # 1 -> Becoming self


empowered
by Debra-Dreana Marshall-Stuart - Tuesday, 27 January 2015, 7:39
PM

Becoming self empowered will require you to become more aware of


your own self concept, discover ways of improving your self esteem,
and developing strategies for increasing your self motivation.
Considering these elements, how prepared are you to become self-
empowered? What steps are you going to take to move into or
towards self-empowerment?

FOUN1501 | S1 -> Formative Assessment Activity # 5 -> The Climb


- Your Inspiration
by Debra-Dreana Marshall-Stuart - Sunday, 26 October 2014,
12:54 PM

Sometimes we find inspiration in the places we least expect.


And if we open our eyes, ears, hearts and minds we just may be
surprised at what we find.
In her song The Climb, Miley Cyrus promotes that sometimes one
can lose their way in life; that sometimes it isn't about the
destination, but the path that leads us there.
Write down a difficult event that occurs to you in your journal.
Discuss your feelings before, during, and after the event. Explore
the feelings you could or would have wanted to feel before, during,
and after the event. Lastly, write down the lesson you learned from
the event; so that in the future, you will retain the lesson and use it
to make your climb easier. Don't believe it works? Try it for your
next journal entry and let me know your reactions.
FOUN1501 | S1 -> Debate ( 15%) -> FOR
by Debra-Dreana Marshall-Stuart - Monday, 20 October 2014, 9:31
AM

Debaters
I am taking from your positions, that education should always
incorporate reflective models, theories, processes, and methods
when preparing students so that they will be able to utilize and
integrate reflective practice in their practice.
Criticism has been levelled at this model of reflection on and in
practice and it is argued that Schn (1983, 1987) failed to clarify
what is involved in the limitation of the reflective process... for
example, when time is extremely short, decisions have to be rapid
and the scope for reflection becomes extremely limited. How does
reflection makes it possible for practitioners to think on their feet?
Kolb (1984) stated, in his influential argument on experiential
learning, that reflection plays an important major role in the
transformation of experience into knowledge. Under this
fundamental principle of this reflection has been placed at the core
of the learning process, especially in relation to learning as a
development and not merely the acquisition of information.
How then would you go about adopting reflective processes to
enable students to become self reflective in their work, in order to
enhance their professional knowledge, skills, and humanity when
relating to people in their care, families, communities, other
members of their work team, and themselves?

Sum of ratings: -
See this post in context

FOUN1501 | S1 -> Debate ( 15%) -> AGAINST


by Debra-Dreana Marshall-Stuart - Monday, 20 October 2014, 9:27
AM

Debaters
The key is how well - how effectively - reflective practice is done (or
taught). Does it embody professional artistry, encourage critical
self-aware evaluation and embrace transformation and change? Or
is reflective practice bland and mechanical with practitioners
disinclined to ask awkward questions? How should models of
reflection be used and in what context? We need to continue to
reflect critically on these questions.
"Unless teachers develop the practice of critical reflection, they stay
trapped in unexamined judgments, interpretations, assumptions,
and expectations. Approaching teaching as a reflective practitioner
involves fusing personal beliefs and values into a professional
identity (Larrivee, 2000, p.293).
The debate over the value of reflection in education was presented
with the conclusion that it is a significant tool for teaching and
learning. We are awaiting your arguments!!
Reference
Larrivee, B. (2000) Transforming teaching practice: becoming the
critically reflective teacher, Reflective Practice, 1(3), 293-307

Sum of ratings: -
See this post in context

FOUN1501 | S1 -> Group Discussion Topic # 3 -> Effective learning


will not occur unless you reflect.
by Debra-Dreana Marshall-Stuart - Monday, 6 October 2014, 4:54
PM
Think of a particular moment in time, ponder over it, go back
through it and only when you gain new insights into different
aspects of that situation, look at the following set of questions that
could be used to assist your thinking and share that experience
with us.

What was I aiming for when I

did that?
What exactly did I do? How would I describe it precisely?
Why did I choose that particular action?
What theories/models/research informed my practice?
What was I trying to achieve?
What did I do next?
What were the reasons for doing that?
How successful was it?
What criteria am I using to judge success?
What alternatives were there?
Could I have dealt with the situation any better?
How would I do it differently next time?
Remember ... we will always find other ways of doing things based
on our learning from previous experiences.

See this post in context


FOUN1501 | S1 -> Formative Assessment Activity # 6 -> What is
success?
by Debra-Dreana Marshall-Stuart - Monday, 6 October 2014, 4:42
PM

Well, it's interesting that the Webster's Dictionary defines success


as: "a favorable result"; and successful as: "Turning out as was
hoped for". You see, personal success comes in many different
forms and your concept of being a success might not be the same
as mine. If you want to be successful in your life, then the very first
thing you should do is to take the time to decide exactly what
"success means to you. Never mind what it means to anyone else,
what does it mean to you?
What is success? It takes on a different meaning for each of us.
Each of us has a different perception of success. To achieve
personal success you need to first define it... just like a goal.
Without understanding what success means to us as individuals,
success may never be achieved.
It is important to define for yourself what you think success is,
because if you don't, you can lose your focus.

FOUN1501 | S2 -> Formative Assessment Activity # 3 -> What is


learning?!
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:59 PM
It is a simple point that what is taught is not the same as what the
students learn, but it does have a number of implications. When a
student learns, the student becomes hopeful.
Perspectives on learning have changed dramatically over the
decades. Which of the following is your perspecive on learning?

1 Learning as an increase in knowledge. (The student will often see


learning as something done to them by teachers rather than as
something they do for themselves).
2 Learning is memorising. (Learning is about getting it into your
head. You have just to keep writing it out and eventually it will go
in).
3 Learning is acquiring facts or procedures that are to be used.
(Learning is about learning the thing so you can do it again when
you're asked to, like in an exam.)
4 Learning is making sense. (Learning is about trying to understand
things so you can see what's going on. You've got to be able to
explain things, not just remember them.)
5 Learning is understanding reality. 9Learning enables you to
perceive the world differently).
6 When you have really learn something, you begin to see things you
couldn't see before. Everything change

See this post in context

FOUN1501 | S2 -> Formative Assessment Activity # 2 -> My


Learning Context
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:56 PM

I need to make an important point that I believe is central to the


acquisition of new vocabulary and the understanding of word
meanings; that is, the importance of context. It is my belief that
context is at the very foundation of vocabulary acquisition, and
without it you will really make your life harder and things will be a
pain in the neck to remember. Context, by the way, simply refers to
the parts of a written or spoken statement that precede or follow a
specific word or passage. So, in other words, what comes before
and after a word.
A great deal of your time university will be spent thinking; thinking
about what people have said, what you have read, what you yourself
are thinking and how your thinking has changed. It is generally
believed that the thinking process involves two aspects: reflective
thinking and critical thinking.
Today in my staff room there was a big argument over using the
word "understand as an objective. Some teachers argued that
understanding cannot be testing while others felt differently.
My argument is that once learning takes place, and the subject
matter is well understood, this can be manifested in the learner's
behaviour in terms of ho he/she will now respond to different
events. The way learners attend to, code, transform, rehearse, store
and retrieve information can be influenced by the learners'
thoughts, beliefs, attitudes, and value. In responses to the
environment shaping values and values shaping the learner's
interpretation this can be managed through processes of mental
planning, reasoning and problem solving strategies that the learner
may employ - based on similar and previous experiences. we learn
based on things that we may have learned before and cognitively
speaking, we can use our internal and external knowledge that are
shaped by our values and beliefs, to create and interpret
information around us. Yes, changes in behavior can be observed,
but how do we effectively use these changes as indicators as to
what is happening inside the learner's mind?

See this post in context


FOUN1501 | S2 -> Formative Assessment Activity # 2 -> My
Objectives
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:54 PM

The combination of all the body parts for is an interesting way of


analyzing. I believe if you actually put this combination into
practice then you are well on your way to keeping abreast of
changes in your personal self-profile that relate to your
competencies and learning practices.

My Objectives and how they match to body parts and reasons


why they match.
Critically examine their personal learning practices, beliefs and
assumptions about how they learn (heart). To critically examine
is to scrutinize something carefully or in detail. Therefore to
critically examine your personal practices and beliefs is to search
deep into your inner being, your heart for meaningful answers.
Take the initiative to practice in an integrative manner, the skills
that are associated with creative thinking, critical or reflective
thinking and problem solving (head) Thinking, reflecting and
problem solving are all actions which suggest and demand active
brain exertion.
Demonstrate the basic roles and responsibilities expected of a
learning team or learning community (limbs). Demonstration
implies showing by physical example. You need your body parts to
actively illustrate your roles and responsibilities as part of a team.
The objective at the 1st bullet can be included in an examination
since a student can outlined and discussed there personal
perspective.
The objectives at bullet 2 & 3 are observable and can only be
evaluated over time based on student's attitude and behaviour.
Not every objective can be tested in an examination. Some are
formative which means ongoing and measurable over time, while
others are summative where a rubric/checklist has to be used to
evaluate the final poduct.

See this post in context

FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be


who we truly are
by Debra-Dreana Marshall-Stuart - Thursday, 5 February 2015,
9:01 AM

The lyrics of Katy Perry's 'Firework' is so empowering! Having the


confidence and courage to be seen for who we truly are, empowered
with self confidence and self love. Listen carefully to lyrics and
consider how, through identifying and releasing trapped emotions,
negative beliefs and doubts...you can feel empowered to be who you
truly are.
Click here watch the video and listen to this song from a new
perspective.
Now share with your classmates how you let your colors burst and
you seek empowerment.
Which lines/stanza of the song best describes you and why?

See this post in context


FOUN1501 | S2 -> Formative Assessment Activity # 1 -> To know
yourself
by Debra-Dreana Marshall-Stuart - Thursday, 5 February 2015,
8:52 AM

To know yourself is no small thing. It takes

a lot of honesty and probing. It's much deeper than just learning
things about yourself. It's more like tying them all together and
understand the whys....the reasons for it all. It's about embracing
your weaknesses along with your strengths. Understanding why you
believe what you believe and why you feel what you feel. It's very
complicated and takes years and years. Honesty is how you start
this journey. Being honest with yourself is quite difficult... but well
worth it.
To understand the gap between who you are now and the authentic
self you can be, begin by writing a list of words that describe who
you want to be; who you believe you can be. Become an authentic
person by aligning your self image, stature, and public image. Have
the courage to acknowledge your limitations and embrace your
vulnerability.
Concentrate on words that describe who you are, not what you do.
Now write down a separate list of words that describe who you are
now. How many words are the same on both lists? How many are
different? How closely do the lists compare? What changes do you
have to make? Believe it or not, the kind of questions you ask
determine the kind of life you lead. That's because your questions
trigger its own set of answers, which lead to certain emotions, which
then lead to certain actions (or in-actions), followed by results. If
you ask yourself limiting questions, you'll get limited results. If you
ask yourself mind-opening, forwarding questions, you'll gain a lot
more out of them. If you're someone who normally doesn't self-
reflect, you might be stumped by questions.
Remember, there is no one final answer. It's a continuous discovery
process. Your answers to the questions today will be different from
your answers one month, three months, six months, and one year
down the road
FOUN1501 | S1 -> Debate ( 15%) -> FOR
by Debra-Dreana Marshall-Stuart - Monday, 20 October 2014, 9:31
AM

Debaters
I am taking from your positions, that education should always
incorporate reflective models, theories, processes, and methods
when preparing students so that they will be able to utilize and
integrate reflective practice in their practice.
Criticism has been levelled at this model of reflection on and in
practice and it is argued that Schn (1983, 1987) failed to clarify
what is involved in the limitation of the reflective process... for
example, when time is extremely short, decisions have to be rapid
and the scope for reflection becomes extremely limited. How does
reflection makes it possible for practitioners to think on their feet?
Kolb (1984) stated, in his influential argument on experiential
learning, that reflection plays an important major role in the
transformation of experience into knowledge. Under this
fundamental principle of this reflection has been placed at the core
of the learning process, especially in relation to learning as a
development and not merely the acquisition of information.
How then would you go about adopting reflective processes to
enable students to become self reflective in their work, in order to
enhance their professional knowledge, skills, and humanity when
relating to people in their care, families, communities, other
members of their work team, and themselves?

Sum of ratings: -
See this post in context

FOUN1501 | S1 -> Debate ( 15%) -> AGAINST


by Debra-Dreana Marshall-Stuart - Monday, 20 October 2014, 9:27
AM

Debaters
The key is how well - how effectively - reflective practice is done (or
taught). Does it embody professional artistry, encourage critical
self-aware evaluation and embrace transformation and change? Or
is reflective practice bland and mechanical with practitioners
disinclined to ask awkward questions? How should models of
reflection be used and in what context? We need to continue to
reflect critically on these questions.
"Unless teachers develop the practice of critical reflection, they stay
trapped in unexamined judgments, interpretations, assumptions,
and expectations. Approaching teaching as a reflective practitioner
involves fusing personal beliefs and values into a professional
identity (Larrivee, 2000, p.293).
The debate over the value of reflection in education was presented
with the conclusion that it is a significant tool for teaching and
learning. We are awaiting your arguments!!
Reference
Larrivee, B. (2000) Transforming teaching practice: becoming the
critically reflective teacher, Reflective Practice, 1(3), 293-307

Sum of ratings: -
See this post in context
FOUN1501 | S1 -> Group Discussion Topic # 3 -> Effective learning
will not occur unless you reflect.
by Debra-Dreana Marshall-Stuart - Monday, 6 October 2014, 4:54
PM

Think of a particular moment in time, ponder over it, go back


through it and only when you gain new insights into different
aspects of that situation, look at the following set of questions that
could be used to assist your thinking and share that experience
with us.

What was I aiming for when I

did that?
What exactly did I do? How would I describe it precisely?
Why did I choose that particular action?
What theories/models/research informed my practice?
What was I trying to achieve?
What did I do next?
What were the reasons for doing that?
How successful was it?
What criteria am I using to judge success?
What alternatives were there?
Could I have dealt with the situation any better?
How would I do it differently next time?
Remember ... we will always find other ways of doing things based
on our learning from previous experiences.
See this post in context

FOUN1501 | S1 -> Formative Assessment Activity # 6 -> What is


success?
by Debra-Dreana Marshall-Stuart - Monday, 6 October 2014, 4:42
PM

Well, it's interesting that the Webster's Dictionary defines success


as: "a favorable result"; and successful as: "Turning out as was
hoped for". You see, personal success comes in many different
forms and your concept of being a success might not be the same
as mine. If you want to be successful in your life, then the very first
thing you should do is to take the time to decide exactly what
"success means to you. Never mind what it means to anyone else,
what does it mean to you?
What is success? It takes on a different meaning for each of us.
Each of us has a different perception of success. To achieve
personal success you need to first define it... just like a goal.
Without understanding what success means to us as individuals,
success may never be achieved.
It is important to define for yourself what you think success is,
because if you don't, you can lose your focus.

FOUN1501 | S1 -> Formative Assessment Activity # 3 -> WHAT IS


LEARNING?!
by Debra-Dreana Marshall-Stuart - Monday, 29 September 2014,
6:44 PM

It is a simple point that what is taught is not the same as what the
students learn, but it does have a number of implications. When a
student learns, the student becomes hopeful.
Perspectives on learning have changed dramatically over the
decades. Which of the following is your perspecive on learning?

1 Learning as an increase in knowledge. (The student will often see


learning as something done to them by teachers rather than as
something they do for themselves).
2 Learning is memorising. (Learning is about getting it into your
head. You have just to keep writing it out and eventually it will go
in).
3 Learning is acquiring facts or procedures that are to be used.
(Learning is about learning the thing so you can do it again when
you're asked to, like in an exam.)
4 Learning is making sense. (Learning is about trying to understand
things so you can see what's going on. You've got to be able to
explain things, not just remember them.)
5 Learning is understanding reality. 9Learning enables you to
perceive the world differently).
6 When you have really learnt something, you begin to see things you
couldn't see before. Everything changes

See this post in context

FOUN1501 | S1 -> Formative Assessment Activity # 2 -> closing


comments
by Debra-Dreana Marshall-Stuart - Saturday, 27 September 2014,
11:56 PM
I need to make an important point that I believe is central to the
acquisition of new vocabulary and the understanding of word
meanings; that is, the importance of context. It is my belief that
context is at the very foundation of vocabulary acquisition, and
without it you will really make your life harder and things will be a
pain in the neck to remember. Context, by the way, simply refers to
the parts of a written or spoken statement that precede or follow a
specific word or passage. So, in other words, what comes before
and after a word.
A great deal of your time university will be spent thinking; thinking
about what people have said, what you have read, what you yourself
are thinking and how your thinking has changed. It is generally
believed that the thinking process involves two aspects: reflective
thinking and critical thinking.
Today in my staff room there was a big argument over using the
word "understand as an objective. Some teachers argued that
understanding cannot be testing while others felt differently.

My argument is that once learning takes place, and the subject


matter is well understood, this can be manifested in the learner's
behaviour in terms of ho he/she will now respond to different
events. The way learners attend to, code, transform, rehearse, store
and retrieve information can be influenced by the learners'
thoughts, beliefs, attitudes, and value. In responses to the
environment shaping values and values shaping the learner's
interpretation this can be managed through processes of mental
planning, reasoning and problem solving strategies that the learner
may employ - based on similar and previous experiences. we learn
based on things that we may have learned before and cognitively
speaking, we can use our internal and external knowledge that are
shaped by our values and beliefs, to create and interpret
information around us. Yes, changes in behavior can be observed,
but how do we effectively use these changes as indicators as to
what is happening inside the learner's mind?
FOUN1501 | S1 -> Formative Assessment Activity # 2 -> My
Objectives
by Debra-Dreana Marshall-Stuart - Friday, 19 September 2014,
11:04 AM

Good explanation for your objectives. The combination of all the


body parts for is an interesting way of analyzing. I believe if you
actually put this combination into practice then you are well on
your way to keeping abreast of changes in your personal self-profile
that relate to your competencies and learning practices.

My Objectives and how they match to body parts and reasons


why they match.
Critically examine their personal learning practices, beliefs and
assumptions about how they learn (heart). To critically examine
is to scrutinize something carefully or in detail. Therefore to
critically examine your personal practices and beliefs is to search
deep into your inner being, your heart for meaningful answers.
Take the initiative to practice in an integrative manner, the skills
that are associated with creative thinking, critical or reflective
thinking and problem solving (head) Thinking, reflecting and
problem solving are all actions which suggest and demand active
brain exertion.
Demonstrate the basic roles and responsibilities expected of a
learning team or learning community (limbs). Demonstration
implies showing by physical example. You need your body parts to
actively illustrate your roles and responsibilities as part of a team.
The objective at the 1st bullet can be included in an examination
since a student can outlined and discussed there personal
perspective.
The objectives at bullet 2 & 3 are observable and can only be
evaluated over time based on student's attitude and behaviour.
Not every objective can be tested in an examination. Some are
formative which means ongoing and measurable over time, while
others are summative where a rubric/checklist has to be used to
evaluate the final poduct.

See this post in context

FOUN1501 | S1 -> Group Discussion Topic # 2 -> Empowered to be


who we truly are
by Debra-Dreana Marshall-Stuart - Wednesday, 17 September
2014, 9:18 PM

The lyrics of Katy Perry's

'Firework' is so empowering! Having the confidence and courage to


be seen for who we truly are, empowered with self confidence and
self love. Listen carefully to lyrics and consider how, through
identifying and releasing trapped emotions, negative beliefs and
doubts...you can feel empowered to be who you truly are.
Click on the fireworks. watch the video and listen to this song from
a new perspective.

Now share with your classmates how you let your colors burst and
you seek empowerment.
Which lines/stanza of the song best describes you and why?
See this post in context

FOUN1501 | S1 -> Orientation Learning Activity # 5 - The Climb ->


REACHING THE TOP
by Debra-Dreana Marshall-Stuart - Wednesday, 17 September
2014, 5:12 PM

Perhaps the most important form of development in one's life is self-


development.
Self development is the all that development that we ourselves
account for. We alone are responsible for our self development.
According to Brain Tracy "If you wish to achieve worthwhile things
in your personal and professional life, you must become a
worthwhile person in your own self-development. We simply have
to take the initiative, we can't wait for things to happen to us or
people to help and guide us in our endeavours. It is absolutely
imperative that we invest our income of for that matter our
resources into our self development. Self development is a great
stride forward into our lives. Self development is possible only when
we are open to opportunities and challenges around us. The
willingness to learn and develop is an important parameter in this
regard.

In order to grow and become a better person you have to admit your
faults and admit that there are things that you need to work
on.Every difficult moment in our lives is accompanied by an
opportunity for personal growth and creativity. Learn to control
emotion, recognize that difficulties pass like everything else in life.
FOUN1501 | S1 -> Formative Assessment Activity # 1 -> How would
you define your values?
by Debra-Dreana Marshall-Stuart - Tuesday, 16 September 2014,
11:09 AM

How would you define your values?


Before you answer this question, you need to know what, in general,
values are.
Your values are the things that you believe are important in the way
you live and work.
They (should) determine your priorities, and, deep down, they're
probably the measures you use to tell if your life is turning out the
way you want it to.When you know your own values, you can use
them to make decisions about how to live your life, and you can
answer questions like these:
What job should I pursue?
Should I accept this promotion?
Should I start my own business?
Should I compromise, or be firm with my position?
Should I follow tradition, or travel down a new path?
So, take the time to understand the real priorities in your life, and
you'll be able to determine the best direction for you and your life
goals.
FOUN1501 | S1 -> Formative Assessment Activity # 1 -> Towards
defining yourself
by Debra-Dreana Marshall-Stuart - Sunday, 14 September 2014,
11:54 AM
To understand the gap between who you

are now and the authentic self you can be, begin by writing a list of
words that describe who you want to be; who you believe you can
be. Become an authentic person by aligning your self image,
stature, and public image. Have the courage to acknowledge your
limitations and embrace your vulnerability.
Concentrate on words that describe who you are, not what you do.
Now write down a separate list of words that describe who you are
now. How many words are the same on both lists? How many are
different? How closely do the lists compare? What changes do you
have to make? Believe it or not, the kind of questions you ask
determine the kind of life you lead. That's because your questions
trigger its own set of answers, which lead to certain emotions, which
then lead to certain actions (or in-actions), followed by results. If
you ask yourself limiting questions, you'll get limited results. If you
ask yourself mind-opening, forwarding questions, you'll gain a lot
more out of them. If you're someone who normally doesn't self-
reflect, you might be stumped by questions.
Remember, there is no one final answer. It's a continuous discovery
process. Your answers to the questions today will be different from
your answers one month, three months, six months, and one year
down the road
FOUN1501 | S1 -> Orientation Learning Activity # 3 - The Big Five
-> After taking the Big Five Personality Test,
by Debra-Dreana Marshall-Stuart - Friday, 12 September 2014,
12:05 PM
After taking the Big Five Personality Test, I found the results to be
very accurate. My results were: 7th percentile in Openness to
experience/intellect, 69th percentile in Conscientiousness, 31st
percentile in Extraversion, 90th percentile in Agreeableness, and
27th percentile in Neuroticism. The results tell me that I that prefer
traditional and familiar experiences, which is accurate for the most
part.

I do prefer familiar experiences but I am also not afraid of new


experiences. I am very well-organized and reliable and I am good-
natured, courteous and supportive to others. The results also say
that I tend to shy away from social situations. This is the least
accurate of the results. I am a shy person but after I am
comfortable with my surroundings I become an outgoing person.
The Neuroticism trait say that I am generally relaxed, which is very
not true.

I do let things bother me and I just like being calm and not having
FOUN1501 | S1 -> Orientation Learning Activity # 2 - Reflection:
What Do You Think? -> My thoughts on Reflection
by Debra-Dreana Marshall-Stuart - Monday, 8 September 2014,
8:02 PM

Your postings so far has shared your ideas and thoughts on


reflection. Schn (1987) talks about 'reflecting on action' where we
can question and challenge what we have done. 'Reflection-in-action
is a reflective conversation with the materials of a situation. Think
of a mirror. Don't you see your reflection when you look into a
mirror? A similar image of yourself is cast on the mirror and you
come to know how you look like. Similarly, the thoughts that get
processed in your mind are those that you will be reflecting on
throughout this course
York-Barr et al (2006, p. 65) infer that as individuals, 'to be
reflective means choosing with intention ways of thinking, being
and doing. To be reflective means choosing enrichment around our
day's activities. It means committing oneself to continuous growth
as a person and as a professional'. You must be able to give
absolute importance to your own opinions, beliefs and experiences.
References:
Schn, D 1987, Educating the Reflective Practitioner, Jossey-Bass,
San Francisco.
York-Barr, J., Sommers, W., Ghere, G & Montie, J 2006,
Reflective practise to improve schools: an action guide for educators,
2nd ed., Corwin Press, Thousand Oaks, California
FOUN1501 | S2 -> Teachers' Forum -> Observations & Questions
-> Re: Observations & Questions
by Debra-Dreana Marshall-Stuart - Wednesday, 18 March 2015,
7:28 PM

Reflection is an integral part of practice and students need time to


develop this skill. It is not a process that can be rushed, but neither
is it a process that has to occur at a particular time. Reflection is an
essential element of my learning. In order for the "learning to occur
it requires that I "reflect on my experiences.In essence, this means
stepping back from the experience and actually thinking about
what happened (and why) on any given day.
Moreover, this means placing my experiences within the context of
the course material we have provided for our students.This is
difficult to do, but is extremely valuable in the end.The ability to
recognize my own strengths and weaknesses should be evident in
my reflective/reflexive thinking.
Am I reflecting adequately on my reflection? The better question to
keep in mind is, How is this reflection going to help me in the future?
Reflection captures the idea that if a gap is found between how we
would want our learning to be and how it actually is, then
something will be done to close that gap; it is not enough just to
reflect or identify that there is a gap.
Some of my reflecting ideas include: What do you think about this?
What would you do in this situation? What are alternative views of
what is happening? How can I improve what's not working?Is there a
goal, what are some other ways of accomplishing it?How do other
people accomplish this goal?For me this involves developing ... the
ability to identify 'where I am now' and 'where I need to be.
FOUN1501 | S2 -> Formative Assessment Activity # 8 -> Formative
Assessment 8 -> Re: Formative Assessment 8
by Debra-Dreana Marshall-Stuart - Wednesday, 18 March 2015,
9:51 AM

Perception is an aspect of human behavior, and as such it is subject


to many of the same influences that shape other aspects of
behavior. Individuals raised in diverse cultures can actually sense
the world differently as certain classes of experiences are more
likely to occur in some cultures than in
FOUN1501 | S2 -> Reflective Interactive Journal (40%) ->
Re:Becoming Self Empowered Unit 1 -> Re:Becoming Self
Empowered Unit 1
by Debra-Dreana Marshall-Stuart - Thursday, 12 March 2015, 8:07
AM

Hi Kayzear
Thank you for sharing your personal thoughts with us. It is indeed
going to be a climb. Having completed Unit 1, I want you to reflect
on the following questions and share your responses with us:
What assumptions and thoughts did you have about the unit?
What thoughts do you have about what you were learning?
What part of the reading impacted you most and why?
Did you have any "aha" or "wow" moments? What were they and
how has it changed or impacted your understanding?
How will you apply what you've learned?
FOUN1501 | S2 -> Debate ( 15%) -> Negative Position -> Re:
Negative Position
by Debra-Dreana Marshall-Stuart - Tuesday, 10 March 2015, 2:48
PM

Kelly
The reflective theory best explains why adults learn because
reflective practice, or reflection, is considered such a vital
component of the learning process. Schon, (1983) states that
knowing is in the action and is revealed by spontaneous, skillful
execution of the performance, which one is characteristically unable
to make verbally explicit.
In particularly, Schon stated:
(1) There are actions, recognitions, and judgments which we know
how to carry out spontaneously; we do not have to think about
them prior to or during their performance.
(2) We are often unaware of having learned to do these things, we
simply find ourselves doing them.
(3) In some cases, we were once aware of the understandings which
were subsequently internalized in our feeling for the stuff of action.
In other cases, we may never have been aware of them. In both
cases, however, we are usually unable to describe the knowing
which our action reveals ( Schon, 1983).
Shon's (1996) ideology towards educators suggest accepting things
at face value is easy to do but to reflect on what one visualizes,
hears and or conceptualizes is the ability to critically think.
I await your rebuttal to the above.
References
Schon, D. A. (1996). Educating the reflective practitioner: Toward a
new design for teaching and learning in the professions. San
Francisco: Jossey-Bass, Inc.
Schon, D. A. (1983). The reflective practitioner: How Professionals
Think in Action. United State of
America: Basic Books.
FOUN1501 | S2 -> Debate ( 15%) -> Negative Position -> Re:
Negative Position
by Debra-Dreana Marshall-Stuart - Tuesday, 10 March 2015, 2:40
PM

Kimberley
You raise some very insightful points in your post, and I agree with
most of your points. However, I want to challenge you to look at a
couple of your points from a different perspective. Reflective
learning is important because it extracts meaning from the
experience. In what other way can one so succinctly map a path for
educational success through higher education arena?
Reflective learning is considered a dominant learning theory in
adult education, consisting of journaling, self-directed question-
and-answer modalities, as well as comprehensive overview of
ongoing learning achievements (Warhurst, 2008). This type of
learning is particularly effective for the adult learner because it
brings to bear experiences and previous education that is valuable
to the process of assimilating new knowledge... Do you think that
there are techniques that have to be taught or are they
accomplished by individuals spontaneously, and why?

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FOUN1501 | S2 -> Debate ( 15%) -> Negative Position -> Re:


Negative Position
by Debra-Dreana Marshall-Stuart - Tuesday, 10 March 2015, 2:32
PM
Tamara
In order to accomplish all of this, the facilitator must prompt
questions such as: What worked? What didn't? What did you do?
How does this apply? What happened? How did we...? And so on
and on and on. In order to accomplish all of this, the facilitator
must prompt questions such as: What worked? What didn't? What
did you do? How does this apply? What happened? How did we...?
And so on and on and on.
The reflection process appears to be very time consuming, so how
do you defend the time spent on prompting, the "down time and
the "wait time as students reflect in an appropriate manner?

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FOUN1501 | S2 -> Debate ( 15%) -> Arguments Against -> Re:
Arguments Against
by Debra-Dreana Marshall-Stuart - Tuesday, 10 March 2015, 2:28
PM

Kayzear

Taylor (2000) states that "critical reflection is granted too much


importance and does not give enough attention to the significance of
affective learning... (as cited in Merriam et al., 2007, p. 151).
What type of reflection do you consider most beneficial?

1. One that involves a summary of experience?


2. One that aids in interpreting the experience?
3. One that rests on a qualifying decision?
4. One that emotionally involves the participant's feelings?
How do you monitor and assess individual reflection in this
paradigm?

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FOUN1501 | S2 -> Debate ( 15%) -> Affirmative position -> Re:


Affirmative position
by Debra-Dreana Marshall-Stuart - Tuesday, 10 March 2015, 2:19
PM

Debater
Kolb (1984) stated, in his influential argument on experiential
learning, that reflection plays an important major role in the
transformation of experience into knowledge. Under this
fundamental principle of this reflection has been placed at the core
of the learning process, especially in relation to learning as a
development and not merely the acquisition of information.
What research and arguments can you put forward to prove that
when we should all go about adopting reflective processes to enable
students to become self reflective in their work, in order to enhance
their professional knowledge and skills?

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FOUN1501 | S2 -> Debate ( 15%) -> Affirmative Position -> Re:


Affirmative Position
by Debra-Dreana Marshall-Stuart - Tuesday, 10 March 2015, 2:16
PM

Debater
I am taking from your position, that education should always
incorporate reflective models, theories, processes, and methods
when preparing students so that they will be able to utilize and
integrate reflective practice in their practice.
Criticism has been levelled at this model of reflection on and in
practice and it is argued that Schn (1983, 1987) failed to clarify
what is involved in the limitation of the reflective process... for
example, when time is extremely short, decisions have to be rapid
and the scope for reflection becomes extremely limited.
How does reflection makes it possible for practitioners to think on
their feet?

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FOUN1501 | S2 -> Debate ( 15%) -> Negative Position -> Re:


Negative Position
by Debra-Dreana Marshall-Stuart - Tuesday, 10 March 2015, 2:12
PM

Debater
The key is how well - how effectively - reflective practice is done (or
taught). Does it embody professional artistry, encourage critical
self-aware evaluation and embrace transformation and change?
Or is reflective practice bland and mechanical with practitioners
disinclined to ask awkward questions?
How should models of reflection be used and in what context?
You need to continue to reflect critically on these questions.
The debate over the value of reflection in education is still to be
presented if I am to conclude from your argument, that reflection is
a significant tool for teaching and learning.
I am awaiting your arguments!!

Reference
Larrivee, B. (2000) Transforming teaching practice: becoming the
critically reflective teacher, Reflective Practice, 1(3), 293-307

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FOUN1501 | S2 -> Reflective Interactive Journal (40%) -> Reflective


Interactive Journal- Unit 1 -> Re: Reflective Interactive Journal-
Unit 1
by Debra-Dreana Marshall-Stuart - Tuesday, 10 March 2015, 2:03
PM

Tamara

Reflection activities involve individual learners addressing the


interactions with peers and providing feedback in a timely manner.
Such communication can help in improving the effectiveness of
your journal as well as your learning.
I want to encourage you to explore issues more deeply and to think
about the multiple perspectives your colleagues have posted. By
providing specific responses to your colleagues' posts you will be
presented with the opportunity to see immediately what you need to
continue to improve your performance.
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FOUN1501 | S2 -> Tutor Student Exchange -> Reference: The
Debate Assignment -> Re: Reference: The Debate Assignment
by Debra-Dreana Marshall-Stuart - Tuesday, 3 March 2015, 5:35
PM

Hi Kimberly
By placing you in this "uncomfortable" position, I believe that I have
placed you in the ideal position to experience the very essence of
this course...You will notice that our assignments are geared
towards helping you develop the skills and experience to develop
reflective thinking skills.
I want to encourage you to face this challenge head on ...To achieve
success; you need to focus on the big picture. Think carefully about
what skills and knowledge you need to have to see this topic from
another angle! Emphasise the process, rather than end product...
you need to be creative around ways that you can capture how to
respond to this topic. Do not simply think of the description of the
activity; the activity is how we engage you as learners in the
learning itself, not what you are actually learning.
I am sure that when you reflect more on this matter that you would
be able to respond successfully to the topic at hand.

FOUN1501 | S2 -> Formative Assessment Activity # 6 -> Formative


Assessment #6 -> Re: Formative Assessment #6
by Debra-Dreana Marshall-Stuart - Thursday, 26 February 2015,
11:55 AM
Webster's New World Dictionary defines reputation as "the
estimation in which a person or thing is commonly held, whether
favorable or not; its character in view of the public, community,
etc." I believe that our reputation represents the way others look at
us. My reputation of "openness and fairness is one that is
perceived by those around me over time.
Since I have openly pointed out

and sometimes downright chastised the individual who failed to


contribute, it should be no surprise that I would not depend on
their input in making a decision. I am not a fan of rewarding those
who perform poorly with influence over decisions and I assure you,
it was not an oversight. If my reputation would be "tarnished by
that, well that's okay.
It's okay because
FOUN1501 | S2 -> Formative Assessment Activity # 5 -> Formative
Assessment Activity # 5 -> Re: Formative Assessment Activity # 5
by Debra-Dreana Marshall-Stuart - Wednesday, 25 February 2015,
3:44 PM

Hi Guys
I want to share the following with you.
Our own feelings tell only part of the story and sometimes we can
get them very wrong because we haven't understood things from the
other person's perspective. Thus, while you may be convinced that
the actions or words of the other person are mean-spirited in intent
and outcome, it remains important to work through some of the
possible motivations or causes behind their behaviour. Doing so
may give you a better idea of what their motive is; sometimes people
are unintentionally hurtful or have been thoughtless without
purposefully being mean-spirited. Whatever the act or comment,
there is always an underlying cause which is good to understand
before you take action against the person. Here are some things to
ask yourself (and be be honest when answering):
Could it just be your imagination? If you're having a bad day, people
can sometimes seem angrier and meaner than they would on a day
in which you were happy; this is just the way your mind works,
conferring your own nuances and feelings onto others.
Could they be jealous? Do they say things to put you down or build
themselves up? This could be the case if they're insecure, and what
they're trying to do is to to make themselves seem better than you.
In this case, it is more a statement of what they think of
themselves than what they think of you but it can be hard to see
that when confronted with it.
Could you have accidentally insulted them? Without knowing it, you
may have actually insulted them first. This is especially common
among friends who don't want to upset each other; they may not
want to confront you about something that you said or did, so they
take out their passive anger on you by being mean instead of
openly talking about their feelings.
Could they have troubles of their own? People who are unsure of
how to reach out to others may take out their frustrations using
anger - making other people feel bad seems like a convenient way to
make yourself feel good, but it's always at the expense of the other
person. Stress is a big cause of people being mean - someone may
snap at you for no reason other than that they're feeling stressed
and they've lost their ability to self-control their emotions. It's
important to recognise when someone's simply venting their
emotions in contrast to someone who is actually intending to be
mean to you. Again, this isn't so much a statement about you, but
concerns how they feel about themselves
FOUN1501 | S2 -> Formative Assessment Activity # 5 -> One
of the things that impacted me ..
by Debra-Dreana Marshall-Stuart - Monday, 23 February
2015, 9:06 AM

In her song The Climb, Miley Cyrus promotes that sometimes
one can lose their way in life; that sometimes it isn't about the
destination, but the path that leads us there.
This motivational song speaks about the process and journey
of reaching a dream. During the course of life, you will have to
face many struggles and challenges. Your mind may constantly
tell you to give up. The people around you may urge you to
stop dreaming for your sake (or theirs).
You will have times when you will feel alone and wonder what's
the point pursuing these dreams when it's so hard? It is
during these times that you must remember why you wanted
those dreams in the first place. It is during these times when
you look in the mirror and face your biggest enemy. You must
be able to fight and keep fighting for your dreams even if your
own reflection tells you to quit. Now once you overcome those
setbacks and obstacles, you will be faced with more. Don't
take it personally, that's just how life is.
Some goals are very hard to reach. That is why climbing is
often used as an inspirational metaphor. Imagine yourself
wanting to reach the top of a very high mountain. You know
that it is going to be hard and maybe even long. You can
prepare yourself for some of the paths you will need to take to
reach the top of the mountain, but for others, you cannot.
FOUN1501 | S2 -> Teachers' Forum -> GROUP REPORT # 2 ->
Re: GROUP REPORT # 2
by Debra-Dreana Marshall-Stuart - Friday, 20 February 2015,
10:44 AM

Discussion #3 Topic
All thinking and dialogue requires some form of reflection if
learning is to take place. For this discussion, I want you to
think back on a moment when you felt especially satisfied or
disappointed. Take a moment to put the facts into sequence
and consider the following questions in order to gain a better
understanding as to what happened and what resulted.
What did that event tell you about yourself?
How similar is your impression of that event to the impression
others seem to have of it?
What compliments have been given and what did they mean
to you? How did you react? What about criticism and your
reaction to them?
Were there things you wanted to say or do that you didn't say
or do that you felt could have change the outcome of that
event
FOUN1501 | S2 -> Group Discussion Topic # 3 -> Thinking
and Learning
by Debra-Dreana Marshall-Stuart - Friday, 20 February 2015,
10:43 AM

All thinking and dialogue requires some form of reflection if


learning is to take place. For this discussion, I want you to
think back on a moment when you felt especially satisfied or
disappointed. Take a moment to put the facts into sequence
and consider the following questions in order to gain a better
understanding as to what happened and what resulted.
What did that event tell you about yourself?
How similar is your impression of that event to the impression
others seem to have of it?
What compliments have been given and what did they mean
to you? How did you react? What about criticism and your
reaction to them?
Were there things you wanted to say or do that you didn't say
or do that you felt could have change the outcome of that
event?
What did you learn by completing this reflection activity?
Share.

FOUN1501 | S2 -> Reflective Interactive Journal (40%) -> Reflective


Interactive Journal # 1 -> Re: Reflective Interactive Journal # 1
by Debra-Dreana Marshall-Stuart - Wednesday, 18 February 2015,
3:45 PM

Elizabeth
Reflective practice has huge

benefits in increasing self-awareness, which is a key component of


emotional intelligence, and in developing a better understanding of
yourself and others. Reflective practice can also help you to develop
creative thinking and writing skills. Personal presentation is all
about marketing YOU, the brand that is you. What others see you
do and read you say will influence their opinion of you - so personal
presentation is about painting yourself in as positive a light as
possible - always.
Personal presentation is concerned with conveying appropriate
signals for the situation and for the other individuals involved. By
improving your personal presentation you improve your
communication skills and reduce barriers to understanding.
Having said that, and you having reflect on your posts, now share
with us some of the goals you are setting for yourself as you
continue to present your journal entries and discussion posts?
FOUN1501 | S2 -> Reflective Interactive Journal (40%) -> Reflective
Journal Post 1 -> Re: Reflective Journal Post 1
by Debra-Dreana Marshall-Stuart - Wednesday, 18 February 2015,
3:21 PM

Kellie
Reflection is an active process of witnessing one's own experiences
and cultures in order to take a closer look at it, sometimes to direct
attention to it briefly, but often to explore it in greater depth. This
can be done in the midst of an activity or as an activity in itself. The
key to reflection is learning how to take a perspective on one's own
actions and experience--in other words, to examine that experience
rather than just living it.
By developing the ability to explore and be curious about our own
experience and culture, we suddenly open up the possibilities of
purposeful learning--derived not only from books and experts, but
from our work and our lives. How has you culture influence your
learning so far?

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FOUN1501 | S2 -> Reflective Interactive Journal (40%) ->


**Reflective Interactive Journal** -> Re: **Reflective Interactive
Journal**
by Debra-Dreana Marshall-Stuart - Wednesday, 18 February 2015,
3:19 PM

Sermone
"Our deepest fear is not that we are inadequate. Our deepest fear is
that we are powerful beyond measure. It is our light, not our
darkness that most frightens us
Marriane Willaimson (2005)
You are powerful beyond measure Sermone, and I want to look in
Unit 1 and find another phrase or sentence that positively describes
you and share it with us.
Your focus on balance is very commendable. As a reflective
practitioner self-examination is the name of the game. Do not allow
the fears of failure to hinder your progress. As you have identified
your fears, you need to find and focus on the positive steps to
negate your fears becoming a reality. That inner strength and
fortitude has to be always in the mix.
I am pleased that this unit helped you to examine your culture, and
made you aware as to how it can help you develop as a learner.

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FOUN1501 | S2 -> Reflective Interactive Journal (40%) -> Reflective


Interactive Journal- Unit 1 -> Re: Reflective Interactive Journal-
Unit 1
by Debra-Dreana Marshall-Stuart - Wednesday, 18 February 2015,
3:14 PM

Tamara
You have began completing a SWOT analysis on yourself by
creatiing framework for analyzing your strengths and weaknesses as
well as the opportunities and threats that you face. This helps you
focus on your strengths, minimize your weaknesses, and take the
greatest possible advantage of opportunities available to you.
Also, importantly, I want you to look at your strengths, and ask
yourself whether these open up any opportunities - and look at your
weaknesses, and ask yourself whether you could open up
opportunities by eliminating those weaknesses.
Share your responses with us.

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FOUN1501 | S2 -> Reflective Interactive Journal (40%) -> Reflective
Interactive Journal # 1 -> Re: Reflective Interactive Journal # 1
by Debra-Dreana Marshall-Stuart - Wednesday, 18 February 2015,
3:13 PM

Hi Kimberley
While I was completing my first degree, studying also seem like an
uphill climb. Uphill, not because it is difficult, but because, the
tutors expected us to live up to our fullest potential. In this climb,
we meet many people, some of them boost our morale, some
discourage us from looking up ahead, some make us weak and
some just waste our time. In my climb in life, I have met all sorts of
people and most of them continued to stay on. Some I had to let go,
because they were just not worth it. Some came back and stayed
even more committed to the journey.
But, that as they say, is life.
I hope you can all draw something enlightening for the above posts.

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FOUN1501 | S2 -> Reflective Interactive Journal (40%) -> Reflective
Interactive Journal -> Re: Reflective Interactive Journal
by Debra-Dreana Marshall-Stuart - Wednesday, 18 February 2015,
3:06 PM

Hesma
I an enjoying your sense of reflection. Can you complete the
following sentences for me as part of your reflection for Journal 1?
I have learned...
I can...
I am good at...
I haven't managed...
I don't understand...
I have difficulty in...
I am looking forward to learning more about you from this
perspective.

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FOUN1501 | S2 -> Reflective Interactive Journal (40%) -> Reflective


Interactive Journal -> Re: Reflective Interactive Journal
by Debra-Dreana Marshall-Stuart - Wednesday, 18 February 2015,
2:58 PM

Hesma
Self-motivation is a key life skill and something that everybody
interested in personal development should think carefully about.
Motivation pushes us to achieve our goals, feel more fulfilled and
improve overall quality of life. People who are self-motivated tend to
be more organised, with good time management skills and have
more self-esteem and confidence.
Understanding and developing your self-motivation can help you to
take control of many other aspects of your life. As you continue
thinking about what motivates you to perform a certain task, think
about both intrinsic and extrinsic motivators - if you have trouble
getting motivated to perform specific tasks it may be useful to write
them down and list the motivators for each.
In considering your "continuous assessment" it is important to
remember, when thinking about what you would like to achieve in
your life, that change is inevitable. Your circumstances and
priorities will change through your life,
FOUN1501 | S2 -> Formative Assessment Activity # 1 -> Formative
Assessment Activity # 1 -> Re: Formative Assessment Activity # 1
by Debra-Dreana Marshall-Stuart - Monday, 16 February 2015,
11:32 AM

How would you define your values?


Before you answer this question, you need to know what, in general,
values are.
Your values are the things that you believe are important in the way
you live and work.
They (should) determine your priorities, and, deep down, they're
probably the measures you use to tell if your life is turning out the
way you want it to.When you know your own values, you can use
them to make decisions about how to live your life... take the time to
understand the real priorities in your life, and you'll be able to
determine the best direction for you and your life.

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FOUN1501 | S2 -> Formative Assessment Activity # 4 -> Activity
1.12 -> Re: Activity 1.12
by Debra-Dreana Marshall-Stuart - Monday, 16 February 2015,
11:24 AM

A student who does not feel confident as a learner and who has
'internalised' a view that s/he is unable to succeed as a` learner will
be more likely to engage in the challenge of learning and (in
consequence) may be more inclined to present 'unwanted
behaviours'. You seem to understand that behaviour takes place
within particular context and this is a great start for you. Thanks
for presenting us with some of those "wanted behaviours".
You have shown us that changing affective behaviors is generally
not a one shot activity...but, going to the core of the matter is better
than repeating the same old skills and knowledge that you already
understand.
Great Work, Kellie.

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FOUN1501 | S2 -> Formative Assessment Activity # 3 -> Formative


Assessment 1.7 -> Re: Formative Assessment 1.7
by Debra-Dreana Marshall-Stuart - Monday, 16 February 2015,
11:17 AM

Elizabeth
A meaning is 'what it is'. A definition is 'the words we use to
describe it'. Something can have a meaning without a solid formal
definition (love), and likewise . Meaning represents something's
intent or purpose. That something can be a book, a conversation, a
television show, or life itself (as in, "the meaning of life").
The problem is when someone puts more value in the definition
than the meaning. Here is a trivial to prove a point: When you read
a poem, you try to figure out the author's intended meaning by
interpreting the words he has chosen. For example, if a poet
describes love as "a prison," you might interpret the meaning as his
feeling confined by his love.
To illustrate the difference between meaning and definition,
consider the difference between understanding and rote
memorization.
FOUN1501 | S2 -> Reflective Interactive Journal (40%) -> Reflective
Interactive Journal # 1 -> Re: Reflective Interactive Journal # 1
by Debra-Dreana Marshall-Stuart - Wednesday, 11 February 2015,
9:15 AM

Kimberley
There sure is a lot to read for each unit but you may have to find
different ways to approach your reading. I had to learn how to read
and make my mind think at the same time. Not just read.
Remember that this journal is cumulative and maintained over time
so that you can record what you have read and your thoughts about
each unit as you go through the semester. Also, consider the rubric
which provides guidelines for specific reflection points for each unit.

-
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FOUN1501 | S2 -> My Expectations & Goals for Reflective-Reflexive
Practice -> My Expectations & Goals -> Re: My Expectations &
Goals
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
9:46 PM

Keisha
You have made the decision to return to school to improve your
education and achieve your goals. This course will give you the
strategies to use to reach your goals. It also lays the foundation for
your future. This is a course that asks you to take action. If you
take action you will become an independent learner who knows how
to learn and who
will be able to change as the world changes.In order to be
successful as parents or family members, citizens and workers, we
must be able to take responsibility for our own learning. This is a
skill that you can use for the rest of your life.

Taking responsibility is doing away with excuses for not performing.


It is accepting that you must take action or make a change. In order
to take responsibility for learning, adults need to be able to
understand their learning style and the styles of others, value
differences between individual styles, and learn from these
differences. You need to be able to identify your strengths and
weaknesses, identify strategies for learning, and know when existing
strategies are not working or when they are challenged. The
Orientation Activities are geared towards you reaching these goals.

Taking responsibility for learning includes the learner as well as the


teacher so you can be assured that I would certainly do my part.
FOUN1501 | S2 -> Formative Assessment Activity # 3 -> What is
learning?!
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:59 PM
It is a simple point that what is taught is not the same as what the
students learn, but it does have a number of implications. When a
student learns, the student becomes hopeful.
Perspectives on learning have changed dramatically over the
decades. Which of the following is your perspecive on learning?

1 Learning as an increase in knowledge. (The student will often see


learning as something done to them by teachers rather than as
something they do for themselves).
2 Learning is memorising. (Learning is about getting it into your
head. You have just to keep writing it out and eventually it will go
in).
3 Learning is acquiring facts or procedures that are to be used.
(Learning is about learning the thing so you can do it again when
you're asked to, like in an exam.)
4 Learning is making sense. (Learning is about trying to understand
things so you can see what's going on. You've got to be able to
explain things, not just remember them.)
5 Learning is understanding reality. 9Learning enables you to
perceive the world differently).
6 When you have really learn something, you begin to see things you
couldn't see before. Everything change

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FOUN1501 | S2 -> Formative Assessment Activity # 2 -> My


Learning Context
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:56 PM
I need to make an important point that I believe is central to the
acquisition of new vocabulary and the understanding of word
meanings; that is, the importance of context. It is my belief that
context is at the very foundation of vocabulary acquisition, and
without it you will really make your life harder and things will be a
pain in the neck to remember. Context, by the way, simply refers to
the parts of a written or spoken statement that precede or follow a
specific word or passage. So, in other words, what comes before
and after a word.
A great deal of your time university will be spent thinking; thinking
about what people have said, what you have read, what you yourself
are thinking and how your thinking has changed. It is generally
believed that the thinking process involves two aspects: reflective
thinking and critical thinking.
Today in my staff room there was a big argument over using the
word "understand as an objective. Some teachers argued that
understanding cannot be testing while others felt differently.
My argument is that once learning takes place, and the subject
matter is well understood, this can be manifested in the learner's
behaviour in terms of ho he/she will now respond to different
events. The way learners attend to, code, transform, rehearse, store
and retrieve information can be influenced by the learners'
thoughts, beliefs, attitudes, and value. In responses to the
environment shaping values and values shaping the learner's
interpretation this can be managed through processes of mental
planning, reasoning and problem solving strategies that the learner
may employ - based on similar and previous experiences. we learn
based on things that we may have learned before and cognitively
speaking, we can use our internal and external knowledge that are
shaped by our values and beliefs, to create and interpret
information around us. Yes, changes in behavior can be observed,
but how do we effectively use these changes as indicators as to
what is happening inside the learner's mind?
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FOUN1501 | S2 -> Formative Assessment Activity # 2 -> My


Objectives
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:54 PM

The combination of all the body parts for is an interesting way of


analyzing. I believe if you actually put this combination into
practice then you are well on your way to keeping abreast of
changes in your personal self-profile that relate to your
competencies and learning practices.

My Objectives and how they match to body parts and reasons


why they match.
Critically examine their personal learning practices, beliefs and
assumptions about how they learn (heart). To critically examine
is to scrutinize something carefully or in detail. Therefore to
critically examine your personal practices and beliefs is to search
deep into your inner being, your heart for meaningful answers.
Take the initiative to practice in an integrative manner, the skills
that are associated with creative thinking, critical or reflective
thinking and problem solving (head) Thinking, reflecting and
problem solving are all actions which suggest and demand active
brain exertion.
Demonstrate the basic roles and responsibilities expected of a
learning team or learning community (limbs). Demonstration
implies showing by physical example. You need your body parts to
actively illustrate your roles and responsibilities as part of a team.
The objective at the 1st bullet can be included in an examination
since a student can outlined and discussed there personal
perspective.
The objectives at bullet 2 & 3 are observable and can only be
evaluated over time based on student's attitude and behaviour.
Not every objective can be tested in an examination. Some are
formative which means ongoing and measurable over time, while
others are summative where a rubric/checklist has to be used to
evaluate the final poduct.

FOUN1501 | S2 -> Formative Assessment Activity # 2 -> Activity


1.4 "Learning Context" -> Re: Activity 1.4 "Learning Context"
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:52 PM

Kimberley
I am sharing with you, my response to this activity.
What words, ideas or images flood or storm your mind when I look
at or hear the term: Learning context.
1 Guidelines- these are like general rules that one observes while
learning
2 Understanding - this is where the concepts that are being thought
are interpreted well.
3 Knowledge - the lessons learnt and that are store to be reused
later on,
4 Instructions - following basic commands
Learning context is defined as the situation in which something is
learned or understood, a situation that can impact how something
is learned or what is taught. An example of learning context is the
external learning environment including the quality of equipment
and facilities and the training level of the teacher.Based on my
understanding, the learning context is a guideline to understanding
knowledge with specific instruction of a particular subject area.
My final definition: Learning context refers to a particular
situation that can impact teaching and learning. In my definition
learning context speaks to the knowledge and/or abilities acquired
within a specific environment.

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FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be


who we truly are -> Re: Empowered to be who we truly are
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:51 PM

Shanna
Firework is basically about pride in one's self and letting your "true
colors show- without worrying about what other people think of
you. In other words, the song is basically telling us to be who we are
and not what others want us to be. It is also is telling us to embrace
our flaws- because they are what makes each one of us unique. I
agree with you that we should also be proud of ourselves and stay
motivated enough to reach our goals without letting anybody or
anything stop us.

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FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be


who we truly are -> Re: Empowered to be who we truly are
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:48 PM
Eurika
Everything has its reason for being. Throughout the whole song,
Katy Perry is trying to comfort us by saying 'you don't have to feel
like a waste of space, you're original cannot be replaced' and this
makes an individual feel like there is someone in the world who
cares about them and they are consoling them. In the song she says
"come on let your colours burst what she means by this is that we
should be our true colours or in other words be our true self and
learn to appreciate yourself as you are.

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FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be


who we truly are -> Re: Empowered to be who we truly are
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:45 PM

Wow Elizabeth,
"Fireworks is a song by Katy Perry that is different from the
conventional dance-pop music because it encourages self-
empowerment for anyone who has low self-esteem...I am pleased
that you have the rhythm to dance to it.
Fireworks are not easily observable during the nighttime until they
shoot into the sky and display a shower of sparkling lights and
stunning sound. I can see your lights.... keep shining.

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FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be
who we truly are -> Re: Empowered to be who we truly are
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:43 PM

Kellie
Welcome to my world.
Personally, "Fireworks" is definitely my pick-me-up song. When I
am around anyone that tries to make me feel small, I sing that song
and then its like their voice doesn't matter. The song encourages me
to "ignite the light and let it shine", and makes me feel as bright,
powerful, mesmerizing and attention-grabbing as a firework.This
song talks about revealing your true self to the world instead of
keeping it a secret. It tells us not to be afraid of what we have and
who we really are but to be proud of it. The artist is trying to say
that we should not be afraid to express who you really are in the
inside, and not letting your flaws stop you from having a great life.
Fireworks is basically about pride in one's self and letting your "true
colors show- without worrying about what other people think of
you. In other words, the song is basically telling us to be who we are
and not what others want us to be. It is also is telling us to embrace
our flaws- because they are what makes each one of us unique. We
should also be proud of ourselves and stay motivated enough to
reach our goals without letting anybody or anything stop us.

Posts made by Debra-Dreana Marshall-Stuart


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FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be


who we truly are -> Re: Empowered to be who we truly are
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:28 PM

Shanna
As you have shown us, the lyrics for Katy Perry's Fireworks have so
many powerful inspiring lyrics. She starts with imagery of people
feeling "paper thin" and buried 6 feet deep and then leads us
towards becoming empowered.
The lyrics then go on to remind people of the spark within. "You just
gotta ignite, the light, and let it shine a spark in you." I think this is
where you are now - so let your lightening bolt keep leading you to
making the right choices.

Great work!

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FOUN1501 | S2 -> Tutor Student Exchange -> Date and Time for
our next BBC Session with TUTOR -> Re: Date and Time for our
next BBC Session with TUTOR
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:22 PM

The Programme Delivery Department (PDD) invites all NEW


students to a meeting on Thursday, 19th February, 2015 at 4:30
to 6:30pm Belize Time/5:30 to 7:30pm Jamaican Time/6:30
to 8:30pm EC Time. We need to hear how you are managing in the
Learning Exchange as new students.

It is the aim of the UWI Open Campus to ensure that all our
students diverse needs and expectations are captured. This is done
as a part of our goal to enhance and improve course support for our
online students.

This session will be held via our web conferencing tool, Black Board
Collaborate (BbC). You may join the meeting 30 minutes before the
session is due to start. To join the session use the following link:
Guest Link: https://ca-sas.bbcollab.com/m.jnlp?
sid=2010102&password=M.ED46640342B0AAE65E1AF1588142F2

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FOUN1501 | S2 -> Tutor Student Exchange -> Journals -> Re:


Journals
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:21 PM

Shanna
I am sure by now, you would also notice the benefits you have
gained from posting early...you are having great interaction with you
peers and these postings would make an excellent addition to your
e-portfolio as well. You are really bringing the forum alive and I
want you to continue to encourage your class mates to do the same.
I am looking forward to you continuing your interaction within the
class and in particular the "Reflective Interactive Journal".

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FOUN1501 | S2 -> Tutor Student Exchange -> Clarification
Required RE: Journal -> Re: Clarification Required RE: Journal
by Debra-Dreana Marshall-Stuart - Tuesday, 10 February 2015,
8:01 PM

Kimberley
I am not sure I understand your question. However, for assistance,
please go to the News & Announcements forum and download the
assignment there. Please pay attention to the rubric as this will
guide you with responses to your questions.
Should you require a better understanding of the assignment, then
you can visit the "Reflective Interactive Journal" forum and be
guided by the content and activities that your class mates are
engaging in.
Should you require further clarification please Skpye me so that we
can go through in detail the assignment requirements.

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FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be


who we truly are -> Re: Empowered to be who we truly are
by Debra-Dreana Marshall-Stuart - Monday, 9 February 2015, 4:26
PM

Kimberley
Through these lyrics, Perry relates to anyone who may feel as
though they aren't good enough or are in a bad place in their lives
and tells them that things have the potential to get better.Personally,
"Firework" is definitely my go-to pick-me-up song. It's for anyone
who feels small, like their voice doesn't matter. She encourages her
listeners to "ignite the light and let it shine", and makes them feel as
bright, powerful, mesmerizing and attention-grabbing as a firework.

FOUN1501 | S2 -> Formative Assessment Activity # 1 -> Formative


Assessment Activity #1 -> Re: Formative Assessment Activity #1
by Debra-Dreana Marshall-Stuart - Saturday, 7 February 2015,
3:23 PM

Keisha
"You are essentially who you create yourself to be and all that
occurs in your life is the result of your own making.
Stephen Richards, Think Your way to Success: Let Your Dreams
Run Free
You have come a long way in both your professional and personal
life. Many of the accomplishments in your life can be attributed to
your love for growth and productivity that were inherited and
shared through your Mom. You seemed to have developed a set of
principles early in life, that are close to your mom's.
With all that you have learned from you mom, are you seeking other
individuals that will enhance your growth within other areas in your
life that you believe that you are not as strong in. I feel that the
working within teams will allow you to grow more in any weak area.
I am also hoping that by this growth within yourself that you will be
able to allow others to grow in the areas they are weak in by sharing
your strengths.
FOUN1501 | S2 -> Formative Assessment Activity # 1 -> Formative
Assessment Activity #1 -> Re: Formative Assessment Activity #1
by Debra-Dreana Marshall-Stuart - Saturday, 7 February 2015,
3:23 PM

Keisha
"You are essentially who you create yourself to be and all that
occurs in your life is the result of your own making.
Stephen Richards, Think Your way to Success: Let Your Dreams
Run Free
You have come a long way in both your professional and personal
life. Many of the accomplishments in your life can be attributed to
your love for growth and productivity that were inherited and
shared through your Mom. You seemed to have developed a set of
principles early in life, that are close to your mom's.
With all that you have learned from you mom, are you seeking other
individuals that will enhance your growth within other areas in your
life that you believe that you are not as strong in. I feel that the
working within teams will allow you to grow more in any weak area.
I am also hoping that by this growth within yourself that you will be
able to allow others to grow in the areas they are weak in by sharing
your strengths.
FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be
who we truly are
by Debra-Dreana Marshall-Stuart - Thursday, 5 February 2015,
9:01 AM

The lyrics of Katy Perry's 'Firework' is so empowering! Having the


confidence and courage to be seen for who we truly are, empowered
with self confidence and self love. Listen carefully to lyrics and
consider how, through identifying and releasing trapped emotions,
negative beliefs and doubts...you can feel empowered to be who you
truly are.
Click here watch the video and listen to this song from a new
perspective.
Now share with your classmates how you let your colors burst and
you seek empowerment.
Which lines/stanza of the song best describes you and why?

See this post in context


FOUN1501 | S2 -> Formative Assessment Activity # 1 -> To know
yourself
by Debra-Dreana Marshall-Stuart - Thursday, 5 February 2015,
8:52 AM

To know yourself is no small thing. It takes

a lot of honesty and probing. It's much deeper than just learning
things about yourself. It's more like tying them all together and
understand the whys....the reasons for it all. It's about embracing
your weaknesses along with your strengths. Understanding why you
believe what you believe and why you feel what you feel. It's very
complicated and takes years and years. Honesty is how you start
this journey. Being honest with yourself is quite difficult... but well
worth it.
To understand the gap between who you are now and the authentic
self you can be, begin by writing a list of words that describe who
you want to be; who you believe you can be. Become an authentic
person by aligning your self image, stature, and public image. Have
the courage to acknowledge your limitations and embrace your
vulnerability.
Concentrate on words that describe who you are, not what you do.
Now write down a separate list of words that describe who you are
now. How many words are the same on both lists? How many are
different? How closely do the lists compare? What changes do you
have to make? Believe it or not, the kind of questions you ask
determine the kind of life you lead. That's because your questions
trigger its own set of answers, which lead to certain emotions, which
then lead to certain actions (or in-actions), followed by results. If
you ask yourself limiting questions, you'll get limited results. If you
ask yourself mind-opening, forwarding questions, you'll gain a lot
more out of them. If you're someone who normally doesn't self-
reflect, you might be stumped by questions.
Remember, there is no one final answer. It's a continuous discovery
process. Your answers to the questions today will be different from
your answers one month, three months, six months, and one year
down the road.
FOUN1501 | S2 -> Group Discussion Topic # 2 -> Empowered to be
who we truly are
by Debra-Dreana Marshall-Stuart - Thursday, 5 February 2015,
9:01 AM

The lyrics of Katy Perry's 'Firework' is so empowering! Having the


confidence and courage to be seen for who we truly are, empowered
with self confidence and self love. Listen carefully to lyrics and
consider how, through identifying and releasing trapped emotions,
negative beliefs and doubts...you can feel empowered to be who you
truly are.
Click here watch the video and listen to this song from a new
perspective.
Now share with your classmates how you let your colors burst and
you seek empowerment.
Which lines/stanza of the song best describes you and why?

See this post in context

FOUN1501 | S2 -> Formative Assessment Activity # 1 -> To know


yourself
by Debra-Dreana Marshall-Stuart - Thursday, 5 February 2015,
8:52 AM

To know yourself is no small thing. It takes

a lot of honesty and probing. It's much deeper than just learning
things about yourself. It's more like tying them all together and
understand the whys....the reasons for it all. It's about embracing
your weaknesses along with your strengths. Understanding why you
believe what you believe and why you feel what you feel. It's very
complicated and takes years and years. Honesty is how you start
this journey. Being honest with yourself is quite difficult... but well
worth it.
To understand the gap between who you are now and the authentic
self you can be, begin by writing a list of words that describe who
you want to be; who you believe you can be. Become an authentic
person by aligning your self image, stature, and public image. Have
the courage to acknowledge your limitations and embrace your
vulnerability.
Concentrate on words that describe who you are, not what you do.
Now write down a separate list of words that describe who you are
now. How many words are the same on both lists? How many are
different? How closely do the lists compare? What changes do you
have to make? Believe it or not, the kind of questions you ask
determine the kind of life you lead. That's because your questions
trigger its own set of answers, which lead to certain emotions, which
then lead to certain actions (or in-actions), followed by results. If
you ask yourself limiting questions, you'll get limited results. If you
ask yourself mind-opening, forwarding questions, you'll gain a lot
more out of them. If you're someone who normally doesn't self-
reflect, you might be stumped by questions.
Remember, there is no one final answer. It's a continuous discovery
process. Your answers to the questions today will be different from
your answers one month, three months, six months, and one year
down the road.
FOUN1501 | S2 -> Formative Assessment Activity # 1 -> Activity
1.1 -> Re: Activity 1.1
by Debra-Dreana Marshall-Stuart - Tuesday, 3 February 2015, 9:16
AM

Kellie
Permit me to share the following with you.
Self-esteem is takes a hit when one has OCD, and when one has
OCD their self-esteem is usually pretty low - this mean then that
you have to work on your self-esteem too as well as your OCD.
You may know that when a person feels down their self-esteem and
self-confidence take a bad hit. That is why as an OCD sufferer you
should constantly work on your self-esteem and self-confidence as
well as that of your OCD directly. Your self-esteem and self-
confidence are closely related to your feelings and your feelings take
a big hit due to your behaviours and actions during the day.
You need confidence in yourself in order to love another person,
because it's healthy and attractive. When you're always doubting
yourself, your talents, your beauty, everything.. it's hard for others
to see it in you. Which maybe why you have stated that you never
really had a satisfying relationship.
Knowing your weaknesses and strengths will help... focus on
emphasizing your strengths and building to improve your areas of
weakness, and I'm sure you will be fine.
SELF - EMPOWERMENT!!!! (Scream it out)

FOUN1501 | S2 -> Group Discussion Topic # 1 -> Becoming self


empowered -> Re: Becoming self empowered
by Debra-Dreana Marshall-Stuart - Sunday, 1 February 2015,
11:05 AM
Elizabeth
By developing attitudes and skills that empower you, you can
manage from within and be the best you can be. Self-empowerment
is the process of taking responsibility for your attitudes, behaviors,
and actions at work to maximize your effectiveness. As an
empowered person, you will be driven by ownership, initiative, and
performance.It is evident from your posts that you have a working
knowledge of how to take steps towards self-empowerment.

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FOUN1501 | S2 -> Group Discussion Topic # 1 -> Becoming self


empowered -> Re: Becoming self empowered
by Debra-Dreana Marshall-Stuart - Sunday, 1 February 2015,
11:04 AM

Kimberley
You are on the right path. To be truly self empowered means you
have the ability inside yourself to know what is really best for you.
Therefore, your actions reflect the power of your own strength that
you take from making your own decisions based on this surefire
belief in yourself. It's the ability of a person to do the things they
have never done before due to lack of courage in the past. Thus if
one is empowered, it's the same as having a clear vision of where to
go, how to get there and what they need to implement in order to
succeed. In addition, this technique implies self belief, self-trust
and self leadership.

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FOUN1501 | S2 -> Group Discussion Topic # 1 -> Becoming self
empowered -> Re: Becoming self empowered
by Debra-Dreana Marshall-Stuart - Sunday, 1 February 2015,
10:57 AM

Thanks for your response.


It appears as though you have a clear path set out and I wish you
good luck on your journey to self empowerment.

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FOUN1501 | S2 -> Orientation Learning Activity # 5 - The Climb ->


The Climb -> Re: The Climb
by Debra-Dreana Marshall-Stuart - Friday, 30 January 2015, 3:50
PM

Hello Kimberley
The song is about the self-defeating voice we all hear at times inside
our heads, and the importance of believing in yourself when you
face a challenge. It's about the reality that we sometimes fail, and
that life is as much about the journey as it is crossing the finish
line.
Here's Miley's voice: I can almost see it/That dream I'm
dreaming/But there's a voice inside my head saying you'll never
reach it/Every step I'm taking/Every move I make feels lost with no
direction/My faith is shaking.

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FOUN1501 | S2 -> Orientation Learning Activity # 5 - The Climb ->


The climb -> Re: The climb
by Debra-Dreana Marshall-Stuart - Friday, 30 January 2015, 3:48
PM

Miley sings about hearing a negative voice inside her head. Why do
people talk to themselves in negative ways? What are some
examples of negative thoughts you have heard people share, or that
you have had? Does thinking negative thoughts about yourself
affect how you act? What might be an example?
FOUN1501 | S2 -> Orientation Learning Activity # 3 - The Big Five
-> Personality test -> Re: Personality test
by Debra-Dreana Marshall-Stuart - Friday, 30 January 2015, 3:45
PM

Come on Wesley,
Share those results with us. What is making you unhappy about
them - consider the concept of self-awareness. Having self
awareness allows you to see where your thoughts and emotions are
taking you. It also allows you to see the controls of your emotions,
behavior, and personality so you can make changes you want. Until
you are aware in the moment of the controls to your thoughts,
emotions, words, and behavior, you will have difficulty making
changes in the direction of your life.

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FOUN1501 | S2 -> Orientation Learning Activity # 1 - Your
Learning Style -> My learning style -> Re: My learning style
by Debra-Dreana Marshall-Stuart - Friday, 30 January 2015, 3:42
PM

Wesley
Do these results actually speak to who you are? What similarities or
differences exist?

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FOUN1501 | S2 -> Orientation Learning Activity # 5 - The Climb ->


Orientation Learning Activity # 5 - The Climb -> Re: Orientation
Learning Activity # 5 - The Climb
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
8:15 PM

Shanna
To me the song is about acceptance and empowerment. Accepting
yourself the way you are with all of your weaknesses while, realizing
your uniqueness, unique gifts and talents. It has been my
experience that only when I mentally prepare myself to undergo a
task and challenge myself, am I really able to maximize my potential
and achieve what I set out to do. However, the goal is to keep the
light shining after it has been ignited, so that I can truly show
myself what I am worth, and by extension, show others!

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FOUN1501 | S2 -> Group Discussion Topic # 1 -> Becoming self
empowered -> Re: Becoming self empowered
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
7:58 PM

Kellie
You are experiencing the three stages in the reflective processes:
awareness of uncomfortable feelings and thoughts, critical analysis
of feelings and knowledge, and new perspective. You have been able
to develop a sense of self-awareness and evaluation.

Self-awareness is something that is explored over a period of time,


and includes understanding personal values, attitudes and beliefs.
It allows us to discover ourselves; our likes and dislikes, strengths
and weaknesses, and our own individuality.If you want to build a
high self esteem and become more confident, you should have a
sufficient level of self awareness.

Now, the question to ask yourself is: What are the implications of
this analysis - for me and others?

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FOUN1501 | S2 -> Group Discussion Topic # 1 -> Becoming self


empowered -> Re: Becoming self empowered
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
9:43 AM
To be truly self empowered means you have the ability inside
yourself to know what is really best for you. Therefore, your actions
reflect the power of your own strength that you take from making
your own decisions based on this surefire belief in yourself. It's the
ability of a person to do the things they have never done before due
to lack of courage in the past. Thus if one is empowered, it's the
same as having a clear vision of where to go, how to get there and
what they need to implement in order to succeed. In addition, this
technique implies self belief, self-trust and self leadership.

FOUN1501 | S2 -> Orientation Learning Activity # 2 - Reflection:


What Do You Think? -> My thoughts on Reflection
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
9:02 AM

The term "reflection" is derived from the Latin term reflectere --


meaning "to bend back." A mirror does precisely this, bend back the
light, making visible what is apparent to others, but a mystery to us
-- namely, what our faces look like.
Schn (1987) talks about 'reflecting on action' where we can
question and challenge what we have done. 'Reflection-in-action is a
reflective conversation with the materials of a situation. Think of a
mirror. Don't you see your reflection when you look into a mirror? A
similar image of yourself is cast on the mirror and you come to
know how you look like. Similarly, the thoughts that get processed
in your mind are those that you will be reflecting on throughout
this course
York-Barr et al (2006, p. 65) infer that as individuals, 'to be
reflective means choosing with intention ways of thinking, being
and doing. To be reflective means choosing enrichment around our
day's activities. It means committing oneself to continuous growth
as a person and as a professional'. You must be able to give
absolute importance to your own opinions, beliefs and experiences.
References:
Schn, D 1987, Educating the Reflective Practitioner, Jossey-Bass,
San Francisco.
York-Barr, J., Sommers, W., Ghere, G & Montie, J 2006,
Reflective practise to improve schools: an action guide for educators,
2nd ed., Corwin Press, Thousand Oaks, California.

See this post in context

FOUN1501 | S2 -> Orientation Learning Activity # 1 - Your


Learning Style -> My Learning Style -> Re: My Learning Style
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
8:50 AM

Every individual has a unique learning style, the personal qualities


that influence the ability to acquire information, to interact with
peers . . . and to otherwise participate in learning experiences.
Some people learn actively and interactively, others focus on facts,
some prefer visual forms of information, and some learn from
written and spoken explanations. In this course of study we will
have students with various learning styles, backgrounds, and levels
of preparedness which influence their engagements with learning
environments.

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FOUN1501 | S2 -> Orientation Learning Activity # 1 - Your


Learning Style -> My learning skills -> Re: My learning skills
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
8:48 AM
Hi Stacy
A multimodal study strategy is a method used when you have more
than one preference that is discrete. It can also be when someone
has no preferences to which study strategy they want to use. Being
multimodal means that you have multiple strong points in areas
such as aural, reading, and writing. Those who are multimodal are
context reserved which means they can choose a single mode to suit
the situation.
On the other hand, there are others who are not satisfied until they
have had input in all of the preferred styles. They take an extensive
period to gather information but often have an immersed and
expansive understanding.
For example, when trying to figure out something that will be
brought about physically later, learners that absorb information
better hands on do better when trying out something for
themselves. In addition, this visual factor aids students to
reproduce information on a test better.

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FOUN1501 | S2 -> My Expectations & Goals for Reflective-Reflexive


Practice -> Expectations & Goals for Reflective-Reflexive Practice ->
Re: Expectations & Goals for Reflective-Reflexive Practice
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
8:46 AM

Shanna
Your responsibilities as a student participating in this course is to
show that you are capable of managing your time as efficiently as
possible. You are given many opportunities to prove that you can be
self motivated to successfully complete the course without having to
be pressured by constant supervision.
Successful learners can be considered as those persons who
voluntarily seek further education, have higher expectations, be
more self-disciplined, older, enjoy learning for its own sake,
demonstrate good thinking skills, able to work independently with
limited structure, and recognize the value of interacting with other
online peers. These are some of my exceptions of you and the
students in this class.

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FOUN1501 | S2 -> My Expectations & Goals for Reflective-Reflexive


Practice -> My Expectations & Goals for Reflective-Reflexive Practice
-> Re: My Expectations & Goals for Reflective-Reflexive Practice
by Debra-Dreana Marshall-Stuart - Thursday, 29 January 2015,
8:43 AM

Kimberly
Please note that in this course you are responsible for your own
work, your own progress and your own grade!
In order to achieve the goals and objectives that we have outlined
for this course you need to commit to the following:
1 Attend and participate in at least 95% of all on-line class activities.
2 Participate frequently in small group and whole class activities, e.g.
e-mail and threaded discussions, etc.
3 Completing and posting all assignments on or before the scheduled
submission date or as directed by the course instructors.
4 Notify the instructor via (email or phone) if you are experiencing
problems and as a result, you will miss the deadline for work that
is due.
5 Communicate with your instructor if you have missed online
classes/activities for up to three (3) weeks.
FOUN1501 | S2 -> Orientation Learning Activity # 1 - Your
Learning Style -> How I Learn -> Re: How I Learn
by Debra-Dreana Marshall-Stuart - Tuesday, 27 January 2015,
7:54 PM
6
7 Kellie
8 Iif I have to read a paragraph homework, I have to read it over
and over to have the main idea and purpose, it also happens
when I read a book, I sometimes have to read over a page or
part. When doing a practical activity, I have to be part of it to
prove it works and it is useful, otherwise I think I will never be
part of it. Such as cooking or a way to teach a skill. I always
try a new recipe or a new way to have students do a certain
activity, if it does not work, I try it over and over until I do it
better. Watching videos has been a good way to acquire
learning - this way I can see what people are doing to mimic
the process. Since most people are visual learners, it's
important to go beyond "spoken words" when educating
students.
9
10Show parent | Split
11See this post in context
12

13
14FOUN1501 | S2 -> Orientation Learning Activity # 3 - The Big
Five -> My Personality -> Re: My Personality
15by Debra-Dreana Marshall-Stuart - Tuesday, 27 January
2015, 7:51 PM
16
17Hi Kellie
18Openness to Experience describes a dimension of cognitive
style that distinguishes imaginative, creative people from
down-to-earth, conventional people. Open people are
intellectually curious, appreciative of art, and sensitive to
beauty. They tend to be, compared to closed people, more
aware of their feelings. They tend to think and act in
individualistic and nonconforming ways. People with low
scores on openness to experience tend to have narrow,
common interests. They prefer the plain, straightforward, and
obvious over the complex, ambiguous, and subtle. They may
regard the arts and sciences with suspicion, regarding these
endeavors as abstruse or of no practical use. Closed people
prefer familiarity over novelty; they are conservative and
resistant to change.
19
20Show parent | Split
21See this post in context
22

23
24FOUN1501 | S2 -> Orientation Learning Activity # 2 -
Reflection: What Do You Think? -> Reflection -> Re: Reflection
for me
25by Debra-Dreana Marshall-Stuart - Tuesday, 27 January
2015, 7:49 PM
26
27Schn (1987) talks about 'reflecting on action' where we can
question and challenge what we have done. 'Reflection-in-
action is a reflective conversation with the materials of a
situation. Think of a mirror. Don't you see your reflection when
you look into a mirror? A similar image of yourself is cast on
the mirror and you come to know how you look like. Similarly,
the thoughts that get processed in your mind are those that
you will be reflecting on throughout this course
28York-Barr et al (2006, p. 65) infer that as individuals, 'to be
reflective means choosing with intention ways of thinking,
being and doing. To be reflective means choosing enrichment
around our day's activities. It means committing oneself to
continuous growth as a person and as a professional'. You
must be able to give absolute importance to your own
opinions, beliefs and experiences.
29 References:
30Schn, D 1987, Educating the Reflective Practitioner, Jossey-
Bass, San Francisco.
31York-Barr, J., Sommers, W., Ghere, G & Montie, J 2006,
Reflective practise to improve schools: an action guide for
educators, 2nd ed., Corwin Press, Thousand Oaks, California.
32
33Show parent | Split
34See this post in context
35

36
37FOUN1501 | S2 -> My Expectations & Goals for Reflective-
Reflexive Practice -> Expectations -> Re: Expectations
38by Debra-Dreana Marshall-Stuart - Tuesday, 27 January
2015, 7:48 PM
39
40Hi Kellie
41Even though participating in a distance programme can be
done with flexibility, you should always take an active
approach to learning if you want to be successful in your
course. Flexibility is considered as one of the greatest benefits
of distance learning but at the same time it can also be a
disadvantage for a student who procrastinates, or is unable to
maintain a study schedule, or who is unable to without
reminders, complete assignments on time. Continue to be
dedicated, self-motivated, disciplined and manage your time
properly.This also require you to be active in online
discussions/chats, submit all assignments in a timely
manner as well as participate in group projects.
42FOUN1501 | S2 -> Orientation Learning Activity # 1 - Your
Learning Style -> How I Learn -> Re: How I Learn
43by Debra-Dreana Marshall-Stuart - Tuesday, 27 January
2015, 7:54 PM
44
45Kellie
46Iif I have to read a paragraph homework, I have to read it over
and over to have the main idea and purpose, it also happens
when I read a book, I sometimes have to read over a page or
part. When doing a practical activity, I have to be part of it to
prove it works and it is useful, otherwise I think I will never be
part of it. Such as cooking or a way to teach a skill. I always
try a new recipe or a new way to have students do a certain
activity, if it does not work, I try it over and over until I do it
better. Watching videos has been a good way to acquire
learning - this way I can see what people are doing to mimic
the process. Since most people are visual learners, it's
important to go beyond "spoken words" when educating
students.
47
48Show parent | Split
49See this post in context
50

51
52FOUN1501 | S2 -> Orientation Learning Activity # 3 - The Big
Five -> My Personality -> Re: My Personality
53by Debra-Dreana Marshall-Stuart - Tuesday, 27 January
2015, 7:51 PM
54
55Hi Kellie
56Openness to Experience describes a dimension of cognitive
style that distinguishes imaginative, creative people from
down-to-earth, conventional people. Open people are
intellectually curious, appreciative of art, and sensitive to
beauty. They tend to be, compared to closed people, more
aware of their feelings. They tend to think and act in
individualistic and nonconforming ways. People with low
scores on openness to experience tend to have narrow,
common interests. They prefer the plain, straightforward, and
obvious over the complex, ambiguous, and subtle. They may
regard the arts and sciences with suspicion, regarding these
endeavors as abstruse or of no practical use. Closed people
prefer familiarity over novelty; they are conservative and
resistant to change.
57
58Show parent | Split
59See this post in context
60

61
62FOUN1501 | S2 -> Orientation Learning Activity # 2 -
Reflection: What Do You Think? -> Reflection -> Re: Reflection
for me
63by Debra-Dreana Marshall-Stuart - Tuesday, 27 January
2015, 7:49 PM
64
65Schn (1987) talks about 'reflecting on action' where we can
question and challenge what we have done. 'Reflection-in-
action is a reflective conversation with the materials of a
situation. Think of a mirror. Don't you see your reflection when
you look into a mirror? A similar image of yourself is cast on
the mirror and you come to know how you look like. Similarly,
the thoughts that get processed in your mind are those that
you will be reflecting on throughout this course
66York-Barr et al (2006, p. 65) infer that as individuals, 'to be
reflective means choosing with intention ways of thinking,
being and doing. To be reflective means choosing enrichment
around our day's activities. It means committing oneself to
continuous growth as a person and as a professional'. You
must be able to give absolute importance to your own
opinions, beliefs and experiences.
67 References:
68Schn, D 1987, Educating the Reflective Practitioner, Jossey-
Bass, San Francisco.
69York-Barr, J., Sommers, W., Ghere, G & Montie, J 2006,
Reflective practise to improve schools: an action guide for
educators, 2nd ed., Corwin Press, Thousand Oaks, California.
70
71Show parent | Split
72See this post in context
73

74
75FOUN1501 | S2 -> My Expectations & Goals for Reflective-
Reflexive Practice -> Expectations -> Re: Expectations
76by Debra-Dreana Marshall-Stuart - Tuesday, 27 January
2015, 7:48 PM
77
78Hi Kellie
79Even though participating in a distance programme can be
done with flexibility, you should always take an active
approach to learning if you want to be successful in your
course. Flexibility is considered as one of the greatest benefits
of distance learning but at the same time it can also be a
disadvantage for a student who procrastinates, or is unable to
maintain a study schedule, or who is unable to without
reminders, complete assignments on time. Continue to be
dedicated, self-motivated, disciplined and manage your time
properly.This also require you to be active in online
discussions/chats, submit all assignments in a timely
manner as well as participate in group projects.

FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal


Entry #1 -> Re: Journal Entry #1
by Debra-Dreana Marshall-Stuart - Friday, 31 October 2014, 12:17
PM

For me, life is an uphill climb. Uphill, not because it is difficult, but
because, we are supposed to live up to our full potential. We have to
complete the task of being born as human beings; we have to reach
our ultimate possibilities. In this climb, we meet many people, some
of them boost our morale, some discourage us from looking up
ahead, some make us weak and some just waste our time. In my
climb in life, I have met all sorts of people and most of them
continued to stay on. Some I had to let go, because they were just
not worth it. Some came back and stayed even more committed to
the journey.
But, that as they say, is life.
I hope you can all draw something enlightening for the above post.

-
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EDTK2030 | S1 -> Graded Discussion 3 - Due 3 Nov - 5 marks ->


Graded DISCUSSION 3: WIKIS -> Re: Graded DISCUSSION 3:
WIKIS
by Debra-Dreana Marshall-Stuart - Friday, 31 October 2014, 12:08
PM

Hi Stephanie
I am pleased that you were able to reflect and have a better grasp on
what is really required to consider an educational wiki a great one.
It is not always about content sometimes....for me I need a reason to
stay on the page and that means animation and graphics which as
user friendly and appropriate. This may not always be the same for
everyone but it does help if you are interested in maintaining your
readership.
Great work on your discussion posts.

Sum of ratings: -
Show parent | Split
FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal
Entry #1 -> Re: Journal Entry #1
by Debra-Dreana Marshall-Stuart - Friday, 31 October 2014, 12:17
PM

For me, life is an uphill climb. Uphill, not because it is difficult, but
because, we are supposed to live up to our full potential. We have to
complete the task of being born as human beings; we have to reach
our ultimate possibilities. In this climb, we meet many people, some
of them boost our morale, some discourage us from looking up
ahead, some make us weak and some just waste our time. In my
climb in life, I have met all sorts of people and most of them
continued to stay on. Some I had to let go, because they were just
not worth it. Some came back and stayed even more committed to
the journey.
But, that as they say, is life.
I hope you can all draw something enlightening for the above post.

-
Show parent | Split
See this post in context

EDTK2030 | S1 -> Graded Discussion 3 - Due 3 Nov - 5 marks ->


Graded DISCUSSION 3: WIKIS -> Re: Graded DISCUSSION 3:
WIKIS
by Debra-Dreana Marshall-Stuart - Friday, 31 October 2014, 12:08
PM

Hi Stephanie
I am pleased that you were able to reflect and have a better grasp on
what is really required to consider an educational wiki a great one.
It is not always about content sometimes....for me I need a reason to
stay on the page and that means animation and graphics which as
user friendly and appropriate. This may not always be the same for
everyone but it does help if you are interested in maintaining your
readership.
Great work on your discussion posts.

Sum of ratings: -
Show parent | Split
FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal
Entry #1 -> Re: Journal Entry #1
by Debra-Dreana Marshall-Stuart - Friday, 31 October 2014, 12:17
PM

For me, life is an uphill climb. Uphill, not because it is difficult, but
because, we are supposed to live up to our full potential. We have to
complete the task of being born as human beings; we have to reach
our ultimate possibilities. In this climb, we meet many people, some
of them boost our morale, some discourage us from looking up
ahead, some make us weak and some just waste our time. In my
climb in life, I have met all sorts of people and most of them
continued to stay on. Some I had to let go, because they were just
not worth it. Some came back and stayed even more committed to
the journey.
But, that as they say, is life.
I hope you can all draw something enlightening for the above post.

-
Show parent | Split
See this post in context

EDTK2030 | S1 -> Graded Discussion 3 - Due 3 Nov - 5 marks ->


Graded DISCUSSION 3: WIKIS -> Re: Graded DISCUSSION 3:
WIKIS
by Debra-Dreana Marshall-Stuart - Friday, 31 October 2014, 12:08
PM

Hi Stephanie
I am pleased that you were able to reflect and have a better grasp on
what is really required to consider an educational wiki a great one.
It is not always about content sometimes....for me I need a reason to
stay on the page and that means animation and graphics which as
user friendly and appropriate. This may not always be the same for
everyone but it does help if you are interested in maintaining your
readership.
Great work on your discussion posts.

Sum of ratings: -
Show parent | Split

FOUN1501 | S1 -> Debate ( 15%) -> DEBATE CLOSING REMARKS


by Debra-Dreana Marshall-Stuart - Thursday, 30 October 2014,
6:30 PM

"Can anyone live life without Reflective practice or reflection?


A number of students posed this and similar questions and I am
sure you will each have varying responses. As a teacher, I cannot
imagine not reflecting as a regular part of my teaching practice.
Reflection is the examination of personal thoughts and actions.
Reflective practice is a way of studying your own experiences to
improve the way you work. The act of reflection is a great way to
increase confidence and become a more proactive and qualified
professional. Engaging in reflective practice should help you close
the gap between theory and practice.
Reflective models usually consist of three core processes:
Retrospection: thinking back on events
Self-evaluation: attending to feelings
Reorientation: re-evaluating experiences
Reflective practice or reflection is therefore a process by which
practitioners can better understand themselves in order to be able
to build on existing strengths and take appropriate future action.
Reflection involves questions. We cannot be afraid of the questions.
Reflection involves examining how we attempt to answer those
questions.
Reflection requires honesty.
Reflection and honesty demand humility.
If we are honest in our reflection, we will recognize moments of
success, but also moments lacking success.
FOUN1501 | S1 -> Debate ( 15%) -> DEBATE CLOSING REMARKS
by Debra-Dreana Marshall-Stuart - Thursday, 30 October 2014,
6:30 PM

"Can anyone live life without Reflective practice or reflection?


A number of students posed this and similar questions and I am
sure you will each have varying responses. As a teacher, I cannot
imagine not reflecting as a regular part of my teaching practice.
Reflection is the examination of personal thoughts and actions.
Reflective practice is a way of studying your own experiences to
improve the way you work. The act of reflection is a great way to
increase confidence and become a more proactive and qualified
professional. Engaging in reflective practice should help you close
the gap between theory and practice.
Reflective models usually consist of three core processes:
Retrospection: thinking back on events
Self-evaluation: attending to feelings
Reorientation: re-evaluating experiences
Reflective practice or reflection is therefore a process by which
practitioners can better understand themselves in order to be able
to build on existing strengths and take appropriate future action.
Reflection involves questions. We cannot be afraid of the questions.
Reflection involves examining how we attempt to answer those
questions.
Reflection requires honesty.
Reflection and honesty demand humility.
If we are honest in our reflection, we will recognize moments of
success, but also moments lacking success.
FOUN1501 | S1 -> Formative Assessment Activity # 5 -> The Climb
- Your Inspiration
by Debra-Dreana Marshall-Stuart - Sunday, 26 October 2014,
12:54 PM

Sometimes we find inspiration in the places we least expect.


And if we open our eyes, ears, hearts and minds we just may be
surprised at what we find.
In her song The Climb, Miley Cyrus promotes that sometimes one
can lose their way in life; that sometimes it isn't about the
destination, but the path that leads us there.
Write down a difficult event that occurs to you in your journal.
Discuss your feelings before, during, and after the event. Explore
the feelings you could or would have wanted to feel before, during,
and after the event. Lastly, write down the lesson you learned from
the event; so that in the future, you will retain the lesson and use it
to make your climb easier. Don't believe it works? Try it for your
next journal entry and let me know your reactions.
FOUN1501 | S1 -> Formative Assessment Activity # 5 -> The Climb
- Your Inspiration
by Debra-Dreana Marshall-Stuart - Sunday, 26 October 2014,
12:54 PM

Sometimes we find inspiration in the places we least expect.


And if we open our eyes, ears, hearts and minds we just may be
surprised at what we find.
In her song The Climb, Miley Cyrus promotes that sometimes one
can lose their way in life; that sometimes it isn't about the
destination, but the path that leads us there.
Write down a difficult event that occurs to you in your journal.
Discuss your feelings before, during, and after the event. Explore
the feelings you could or would have wanted to feel before, during,
and after the event. Lastly, write down the lesson you learned from
the event; so that in the future, you will retain the lesson and use it
to make your climb easier. Don't believe it works? Try it for your
next journal entry and let me know your reactions.
FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal
Entry #1 -> Re: Journal Entry #2
by Debra-Dreana Marshall-Stuart - Friday, 24 October 2014, 11:06
AM

Petri
Try using Gibbs' reflective cycle (Gibbs, 1988) updated by Bulman
and Schutz (2013) as a framework for reflecting on a challenging
situation you experienced. Gibbs' reflective cycle consists of six
stages; description, feelings, evaluation, analysis, conclusion and an
action plan. These stages will allow you to methodically reflect
upon, analyse and consequently learn from any situation. The
model can be adapted to any situation and is simple and easy to
follow, giving cue questions at each stage and allowing for in-depth
reflection of an event. Reflection is a key skill which will allow you to
learn from experiences and adapt accordingly.
By incorporating both a description of the event as well as
considering your feelings and those of other individuals involved will
maximise the potential to learn from the event.

-
FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal
Entry # 1 -> Re: Journal Entry # 2
by Debra-Dreana Marshall-Stuart - Monday, 13 October 2014, 3:52
PM

Yes, while it seems as thought we are putting you through a pailful


experience, this is just our way of getting you to want to learn more.
These assignments and activities are designed to develop
opportunities for you to discuss, examine, challenge, and look at
your learning from different perspectives. This way you will improve
on your learning before you internalize it.
Assessment need to really reflect the level of

understanding you want your students to achieve.


If students feel that they only need to reproduce information, rather
than make sense out of it and apply it to new problems, the
students will assume their learning should have short-range aims
and outcomes.
If you want students to achieve critical thinking and problem
solving, the students need to perceive that you require these skills
of them.
FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal
Entry #1 -> Re: Journal Entry #1
by Debra-Dreana Marshall-Stuart - Saturday, 11 October 2014,
11:39 PM

Martha
Assignment writing is the major important part of every student life.
You cannot run away from assignment writing task through your
academic life. As a result of it, you needs to develop sufficient skills
which will not only help you write quality assignments but also help
you in obtaining higher grades.
Completing these assignments on time is a trademark of a
successful student, as this trait helps you later in life. It may be
difficult managing your time, but it can be done.
Here are some guidelines to consider in completing your course
assignments in time.
Prioritize your time. You need to prioritize your time in both your
studies and other aspects of your life. You need to manage your
time wisely by scheduling your activities. Plan your daily and
weekly activities by using a weekly planner and a time management
guide. By prioritizing your time, you can complete your
assignments while also attending lectures and possible work
commitments.
Find ample motivation to succeed. Motivate yourself to achieve all of
your goals. Your mental attitude determines your energy to work
towards achieving a goal. If you are motivated, then you will enjoy
working towards your goals and meeting academic deadlines. Make
studying a focus to motivate yourself. Having self-confidence can
boost your morale in studying and completing your assignments.
Taking care of your health to avoid stress can also motivate you, as
it pushes you towards success. Use techniques such as meditation
and visualization in order to have a positive mental attitude.

-
Show parent | Split
See this post in context

FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Reflective


Interactive Journal entry #1 -> Re: Reflective Interactive Journal
entry #1
by Debra-Dreana Marshall-Stuart - Saturday, 11 October 2014,
11:27 PM

Reasons for poor academic performance vary but include lack of


interest in the subject, general lack of motivation, physical illness,
poor time management skills...generally anything that affects mood
and behavior. Grades reflect intelligence but also a set of skills and
personality traits that benefit one in completing assignments and
taking tests.
Grades reflect the personality in that it requires discipline to study,
particularly if the studying is unsupervised. In order to get good
grades, a student must possess the traits of organization,
motivation, and self-discipline. Time management skills, obviously,
are also something that all students need. As a career teacher, I
have always maintained that motivation is far more powerful than
intelligence.
FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal
Entry #1 -> Re: Journal Entry #1
by Debra-Dreana Marshall-Stuart - Saturday, 11 October 2014,
11:39 PM

Martha
Assignment writing is the major important part of every student life.
You cannot run away from assignment writing task through your
academic life. As a result of it, you needs to develop sufficient skills
which will not only help you write quality assignments but also help
you in obtaining higher grades.
Completing these assignments on time is a trademark of a
successful student, as this trait helps you later in life. It may be
difficult managing your time, but it can be done.
Here are some guidelines to consider in completing your course
assignments in time.
Prioritize your time. You need to prioritize your time in both your
studies and other aspects of your life. You need to manage your
time wisely by scheduling your activities. Plan your daily and
weekly activities by using a weekly planner and a time management
guide. By prioritizing your time, you can complete your
assignments while also attending lectures and possible work
commitments.
Find ample motivation to succeed. Motivate yourself to achieve all of
your goals. Your mental attitude determines your energy to work
towards achieving a goal. If you are motivated, then you will enjoy
working towards your goals and meeting academic deadlines. Make
studying a focus to motivate yourself. Having self-confidence can
boost your morale in studying and completing your assignments.
Taking care of your health to avoid stress can also motivate you, as
it pushes you towards success. Use techniques such as meditation
and visualization in order to have a positive mental attitude.

-
Show parent | Split
See this post in context

FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Reflective


Interactive Journal entry #1 -> Re: Reflective Interactive Journal
entry #1
by Debra-Dreana Marshall-Stuart - Saturday, 11 October 2014,
11:27 PM

Reasons for poor academic performance vary but include lack of


interest in the subject, general lack of motivation, physical illness,
poor time management skills...generally anything that affects mood
and behavior. Grades reflect intelligence but also a set of skills and
personality traits that benefit one in completing assignments and
taking tests.
Grades reflect the personality in that it requires discipline to study,
particularly if the studying is unsupervised. In order to get good
grades, a student must possess the traits of organization,
motivation, and self-discipline. Time management skills, obviously,
are also something that all students need. As a career teacher, I
have always maintained that motivation is far more powerful than
intelligence.
FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal
Entry #1 -> Re: Journal Entry #1
by Debra-Dreana Marshall-Stuart - Tuesday, 7 October 2014, 3:56
PM

Great for you Donna!


Keep soldiering on.
Inner strength is one of the expressions of willpower. Its lack
or presence determines whether you fail, or accomplish goals
and achieve success.
Willpower, together with inner strength, is like a powerful engine
that drives you toward success and achievement. Willpower and
inner strength are vital skills, necessary for carrying out tasks,
chores and decisions and for the achievement of goals. Without
them, it is difficult to start anything, and difficult to get to the
finish line of what you started.
These skills are erroneously considered as belonging only to highly
successful people as you will see during this week's discussions.

-
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FOUN1501 | S1 -> Group Discussion Topic # 3 -> Effective learning


will not occur unless you reflect.
by Debra-Dreana Marshall-Stuart - Monday, 6 October 2014, 4:54
PM

Think of a particular moment in time, ponder over it, go back


through it and only when you gain new insights into different
aspects of that situation, look at the following set of questions that
could be used to assist your thinking and share that experience
with us.

What was I aiming for when I

did that?
What exactly did I do? How would I describe it precisely?
Why did I choose that particular action?
What theories/models/research informed my practice?
What was I trying to achieve?
What did I do next?
What were the reasons for doing that?
How successful was it?
What criteria am I using to judge success?
What alternatives were there?
Could I have dealt with the situation any better?
How would I do it differently next time?
Remember ... we will always find other ways of doing things based
on our learning from previous experiences.

FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal


Entry no# 1 -> Re: Journal Entry no# 2
by Debra-Dreana Marshall-Stuart - Tuesday, 7 October 2014, 4:36
PM

Sherrianne
Procrastination is the intentional and

habitual postponement of an important task that should be done


now. Procrastination is fostered by habit. So if you want to stop
procrastinating, you will have to break old habits and develop new
ones. But first, try to understand the causes for your
procrastination. If you can, you're halfway there. Recognize the
difference between an appropriate decision to delay and an
irrational postponement without justification. If you find yourself
waiting for information from someone else, then it is appropriate to
delay a project. If not, overcome procrastination through task
strategies in an environment where distractions are minimized.
Create a list of your habits that you need to break and a list of ones
you need to develop to move from being a 'just in time' person to
being a 'before the time' person. Share those lists here with us.

-
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FOUN1501 | S1 -> Reflective Interactive Journal (20%) -> Journal


Entry #1 -> Re: Journal Entry #2
by Debra-Dreana Marshall-Stuart - Tuesday, 7 October 2014, 4:19
PM
The work in an online course can pile up pretty quickly. The most
successful online students are those who manage their time well
and take a proactive approach to completing coursework. Don't
procrastinate. Develop a weekly schedule and stick to it. Here are
some ways to help you get caught up with everyone in your class.
Make a list of what you've missed.

It can be scary, but you need to be able to gauge exactly how much
you have to do.
Make a plan for how you're going to do this missed work.
Dedicate at least two hours a day to doing old assignment, and
you'll probably be caught up in at least two weeks.
Hand in all upcoming work on time. Make a pact with yourself
not to get any farther behind while you work on catching up. Set
aside time every day to gather all upcoming assignments and make
a detailed plan for how you will complete them. This is showing
responsibility and will get you motivated to get caught up. This is
also helpful so you don't get behind anymore and avoid receiving
zero grades.
Talk to your tutor honestly. Explain what may have lead you to
fall behind and ask what you can do to get caught up. Your tutor
may be able to connect you additional resources based on your
needs.
Talk honestly to other students in the class as to why you are
really behind. Someone else may be having the same trouble as
you are? Who might be able to help you? It's worth it to put yourself
on the line to get this extra support. You might realize that the class
is hard for everyone, and their strategies for keeping up may assist
you.
Many people who have never taken an online class mistakenly
assume that it will take less time than a traditional, on-campus
class. This is not true. An online class can be just as demanding
and time consuming. Some students find that online classes
actually require more time. The only time savings you can expect
is the time you would have otherwise spent commuting. And an
online class does make it much easier for you to choose WHEN
you do your coursework.
Don't be ashamed about falling behind. It happens to everyone,
and the important thing is that you need to deal with it now. If
you find yourself falling behind again, get in touch with your
instructor before and not after it happens.
FOUN1501 | S1 -> Formative Assessment Activity # 5 -> Formative
Assessment Activity #5 -> Re: Formative Assessment Activity #5
by Debra-Dreana Marshall-Stuart - Tuesday, 30 September 2014,
6:53 PM

Roger
Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond measure.
It is our light, not our darkness, that most frightens us.
~ Marianne Williamson - from "A Return To Love" ~
Regardless of our present or past circumstances, the important
thing is .... everything that is happening or has happened is for a
reason. In reality, there are no victims. We each have a different sad
story to tell, there are thousands of them.
Every time we rely on someone or something outside of us to
provide us with love, success or happiness, we hand our power over.
As soon as they don't provide it we are defeated. Ironically, when we
decide to be love, success and happiness, we easily attract the
people, events and objects that supplement this state.

Keep Marshalling on....


FOUN1501 | S1 -> Formative Assessment Activity # 5 -> Formative
Assessment Activity #5 -> Re: Formative Assessment Activity #5
by Debra-Dreana Marshall-Stuart - Tuesday, 30 September 2014,
6:53 PM

Roger
Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond measure.
It is our light, not our darkness, that most frightens us.
~ Marianne Williamson - from "A Return To Love" ~
Regardless of our present or past circumstances, the important
thing is .... everything that is happening or has happened is for a
reason. In reality, there are no victims. We each have a different sad
story to tell, there are thousands of them.
Every time we rely on someone or something outside of us to
provide us with love, success or happiness, we hand our power over.
As soon as they don't provide it we are defeated. Ironically, when we
decide to be love, success and happiness, we easily attract the
people, events and objects that supplement this state.

Keep Marshalling on....


FOUN1501 | S1 -> Formative Assessment Activity # 3 -> Formative
Assessment #3 1.8 -> Re: Formative Assessment #3 1.8
by Debra-Dreana Marshall-Stuart - Monday, 29 September 2014,
6:45 PM

A student who does not feel confident as a learner and who has
'internalised' a view that s/he is unable to succeed as a` learner will
be more likely to engage in the challenge of learning and (in
consequence) may be more inclined to present 'unwanted
behaviours'. You will need understand that behaviour takes place
within particular context.
Note that changing affective behaviors is generally not a one shot
activity. But, going to the core of the matter is better than repeating
the same old skills and knowledge that you already understand.

Show parent | Split


See this post in context

FOUN1501 | S1 -> Formative Assessment Activity # 3 -> WHAT IS


LEARNING?!
by Debra-Dreana Marshall-Stuart - Monday, 29 September 2014,
6:44 PM

It is a simple point that what is taught is not the same as what the
students learn, but it does have a number of implications. When a
student learns, the student becomes hopeful.
Perspectives on learning have changed dramatically over the
decades. Which of the following is your perspecive on learning?

1 Learning as an increase in knowledge. (The student will often see


learning as something done to them by teachers rather than as
something they do for themselves).
2 Learning is memorising. (Learning is about getting it into your
head. You have just to keep writing it out and eventually it will go
in).
3 Learning is acquiring facts or procedures that are to be used.
(Learning is about learning the thing so you can do it again when
you're asked to, like in an exam.)
4 Learning is making sense. (Learning is about trying to understand
things so you can see what's going on. You've got to be able to
explain things, not just remember them.)
5 Learning is understanding reality. 9Learning enables you to
perceive the world differently).
6 When you have really learnt something, you begin to see things you
couldn't see before. Everything changes
FOUN1501 | S1 -> Formative Assessment Activity # 3 -> Formative
Assessment #3 1.8 -> Re: Formative Assessment #3 1.8
by Debra-Dreana Marshall-Stuart - Monday, 29 September 2014,
6:45 PM

A student who does not feel confident as a learner and who has
'internalised' a view that s/he is unable to succeed as a` learner will
be more likely to engage in the challenge of learning and (in
consequence) may be more inclined to present 'unwanted
behaviours'. You will need understand that behaviour takes place
within particular context.
Note that changing affective behaviors is generally not a one shot
activity. But, going to the core of the matter is better than repeating
the same old skills and knowledge that you already understand.

Show parent | Split


See this post in context

FOUN1501 | S1 -> Formative Assessment Activity # 3 -> WHAT IS


LEARNING?!
by Debra-Dreana Marshall-Stuart - Monday, 29 September 2014,
6:44 PM
It is a simple point that what is taught is not the same as what the
students learn, but it does have a number of implications. When a
student learns, the student becomes hopeful.
Perspectives on learning have changed dramatically over the
decades. Which of the following is your perspecive on learning?

1 Learning as an increase in knowledge. (The student will often see


learning as something done to them by teachers rather than as
something they do for themselves).
2 Learning is memorising. (Learning is about getting it into your
head. You have just to keep writing it out and eventually it will go
in).
3 Learning is acquiring facts or procedures that are to be used.
(Learning is about learning the thing so you can do it again when
you're asked to, like in an exam.)
4 Learning is making sense. (Learning is about trying to understand
things so you can see what's going on. You've got to be able to
explain things, not just remember them.)
5 Learning is understanding reality. 9Learning enables you to
perceive the world differently).
6 When you have really learnt something, you begin to see things you
couldn't see before. Everything changes
FOUN1501 | S1 -> Formative Assessment Activity # 3 -> Formative
Assessment #3 1.8 -> Re: Formative Assessment #3 1.8
by Debra-Dreana Marshall-Stuart - Monday, 29 September 2014,
6:45 PM

A student who does not feel confident as a learner and who has
'internalised' a view that s/he is unable to succeed as a` learner will
be more likely to engage in the challenge of learning and (in
consequence) may be more inclined to present 'unwanted
behaviours'. You will need understand that behaviour takes place
within particular context.
Note that changing affective behaviors is generally not a one shot
activity. But, going to the core of the matter is better than repeating
the same old skills and knowledge that you already understand.

Show parent | Split


See this post in context

FOUN1501 | S1 -> Formative Assessment Activity # 3 -> WHAT IS


LEARNING?!
by Debra-Dreana Marshall-Stuart - Monday, 29 September 2014,
6:44 PM

It is a simple point that what is taught is not the same as what the
students learn, but it does have a number of implications. When a
student learns, the student becomes hopeful.
Perspectives on learning have changed dramatically over the
decades. Which of the following is your perspecive on learning?

1 Learning as an increase in knowledge. (The student will often see


learning as something done to them by teachers rather than as
something they do for themselves).
2 Learning is memorising. (Learning is about getting it into your
head. You have just to keep writing it out and eventually it will go
in).
3 Learning is acquiring facts or procedures that are to be used.
(Learning is about learning the thing so you can do it again when
you're asked to, like in an exam.)
4 Learning is making sense. (Learning is about trying to understand
things so you can see what's going on. You've got to be able to
explain things, not just remember them.)
5 Learning is understanding reality. 9Learning enables you to
perceive the world differently).
6 When you have really learnt something, you begin to see things you
couldn't see before. Everything changes

FOUN1501 | S1 -> Formative Assessment Activity # 2 -> closing


comments
by Debra-Dreana Marshall-Stuart - Saturday, 27 September 2014,
11:56 PM

I need to make an important point that I believe is central to the


acquisition of new vocabulary and the understanding of word
meanings; that is, the importance of context. It is my belief that
context is at the very foundation of vocabulary acquisition, and
without it you will really make your life harder and things will be a
pain in the neck to remember. Context, by the way, simply refers to
the parts of a written or spoken statement that precede or follow a
specific word or passage. So, in other words, what comes before
and after a word.
A great deal of your time university will be spent thinking; thinking
about what people have said, what you have read, what you yourself
are thinking and how your thinking has changed. It is generally
believed that the thinking process involves two aspects: reflective
thinking and critical thinking.
Today in my staff room there was a big argument over using the
word "understand as an objective. Some teachers argued that
understanding cannot be testing while others felt differently.
My argument is that once learning takes place, and the subject
matter is well understood, this can be manifested in the learner's
behaviour in terms of ho he/she will now respond to different
events. The way learners attend to, code, transform, rehearse, store
and retrieve information can be influenced by the learners'
thoughts, beliefs, attitudes, and value. In responses to the
environment shaping values and values shaping the learner's
interpretation this can be managed through processes of mental
planning, reasoning and problem solving strategies that the learner
may employ - based on similar and previous experiences. we learn
based on things that we may have learned before and cognitively
speaking, we can use our internal and external knowledge that are
shaped by our values and beliefs, to create and interpret
information around us. Yes, changes in behavior can be observed,
but how do we effectively use these changes as indicators as to
what is happening inside the learner's mind?
FOUN1501 | S1 -> Formative Assessment Activity # 3 -> Activity #3
-> Re: Activity #3
by Debra-Dreana Marshall-Stuart - Friday, 26 September 2014,
3:30 PM

So what does this mean for you? Simply, focus on what you want,
not on what you don't. If you want a lasting and loving relationship,
ask for it. Don't ask to not be alone. If you want to be in amazing
physical shape and in good health, ask for it. Don't ask to not be
overweight. I could give many more examples, but for now I just
wanted you to understand the power of this fairly simple concept.
For many of us, focusing on the negative, focusing on what you
lack, is just a habit.
My goal would be to make enough to quit my job, and a higher goal
would be to be a teaching leader, making it to the big stage one day.
So I focus on that, and read and listen to the people that are
already there, and do what they do, so one day people will want to
know how I got there, and I can share my experience with them!

Show parent | Split


See this post in context

FOUN1501 | S1 -> Formative Assessment Activity # 3 -> Formative


Assessment #3 - 1.7 -> Re: Formative Assessment #3 - 1.7
by Debra-Dreana Marshall-Stuart - Thursday, 25 September 2014,
9:47 PM

A meaning is 'what it is'. A definition is 'the words we use to


describe it'. Something can have a meaning without a solid formal
definition (love), and likewise . Meaning represents something's
intent or purpose. That something can be a book, a conversation, a
television show, or life itself (as in, "the meaning of life").
The problem is when someone puts more value in the definition
than the meaning. Here is a trivial to prove a point: When you read
a poem, you try to figure out the author's intended meaning by
interpreting the words he has chosen. For example, if a poet
describes love as "a prison," you might interpret the meaning as his
feeling confined by his love.
To illustrate the difference between meaning and definition,
consider the difference between understanding and rote
memorization.
FOUN1501 | S1 -> Formative Assessment Activity # 3 -> Activity #3
-> Re: Activity #3
by Debra-Dreana Marshall-Stuart - Friday, 26 September 2014,
3:30 PM

So what does this mean for you? Simply, focus on what you want,
not on what you don't. If you want a lasting and loving relationship,
ask for it. Don't ask to not be alone. If you want to be in amazing
physical shape and in good health, ask for it. Don't ask to not be
overweight. I could give many more examples, but for now I just
wanted you to understand the power of this fairly simple concept.
For many of us, focusing on the negative, focusing on what you
lack, is just a habit.
My goal would be to make enough to quit my job, and a higher goal
would be to be a teaching leader, making it to the big stage one day.
So I focus on that, and read and listen to the people that are
already there, and do what they do, so one day people will want to
know how I got there, and I can share my experience with them!

Show parent | Split


See this post in context

FOUN1501 | S1 -> Formative Assessment Activity # 3 -> Formative


Assessment #3 - 1.7 -> Re: Formative Assessment #3 - 1.7
by Debra-Dreana Marshall-Stuart - Thursday, 25 September 2014,
9:47 PM

A meaning is 'what it is'. A definition is 'the words we use to


describe it'. Something can have a meaning without a solid formal
definition (love), and likewise . Meaning represents something's
intent or purpose. That something can be a book, a conversation, a
television show, or life itself (as in, "the meaning of life").
The problem is when someone puts more value in the definition
than the meaning. Here is a trivial to prove a point: When you read
a poem, you try to figure out the author's intended meaning by
interpreting the words he has chosen. For example, if a poet
describes love as "a prison," you might interpret the meaning as his
feeling confined by his love.
To illustrate the difference between meaning and definition,
consider the difference between understanding and rote
memorization.
FOUN1501 | S1 -> Group Discussion Topic # 2 -> Empowered to be
who we truly are -> Re: Empowered to be who we truly are
by Debra-Dreana Marshall-Stuart - Monday, 22 September 2014,
12:49 PM

Monica
"Firework is a song by Katy Perry that is different from the
conventional dance-pop music because it encourages self-
empowerment for anyone who has low self-esteem. As noted by the
title of the song, the theme of this song is firework. Firework is not
easily observable during the nighttime until it shoots into the sky
and displays a shower of sparkling lights and stunning sound. Perry
compares the characteristics of firework to people who are not
usually observed by the community to ignite their worthiness just
like the set off of firework, as each and every one of us is unique
and precious. Throughout the stanzas, Perry attempts to inspire
anyone with low self-esteem to realize their own ability and identity
with various uses of metaphor and tone about firework.
FOUN1501 | S1 -> Group Discussion Topic # 2 -> Empowered to be
who we truly are -> Re: Empowered to be who we truly are
by Debra-Dreana Marshall-Stuart - Monday, 22 September 2014,
12:49 PM

Monica
"Firework is a song by Katy Perry that is different from the
conventional dance-pop music because it encourages self-
empowerment for anyone who has low self-esteem. As noted by the
title of the song, the theme of this song is firework. Firework is not
easily observable during the nighttime until it shoots into the sky
and displays a shower of sparkling lights and stunning sound. Perry
compares the characteristics of firework to people who are not
usually observed by the community to ignite their worthiness just
like the set off of firework, as each and every one of us is unique
and precious. Throughout the stanzas, Perry attempts to inspire
anyone with low self-esteem to realize their own ability and identity
with various uses of metaphor and tone about firework.
FOUN1501 | S1 -> Formative Assessment Activity # 2 -> My
Objectives
by Debra-Dreana Marshall-Stuart - Friday, 19 September 2014,
11:04 AM
Good explanation for your objectives. The combination of all the
body parts for is an interesting way of analyzing. I believe if you
actually put this combination into practice then you are well on
your way to keeping abreast of changes in your personal self-profile
that relate to your competencies and learning practices.

My Objectives and how they match to body parts and reasons


why they match.
Critically examine their personal learning practices, beliefs and
assumptions about how they learn (heart). To critically examine
is to scrutinize something carefully or in detail. Therefore to
critically examine your personal practices and beliefs is to search
deep into your inner being, your heart for meaningful answers.
Take the initiative to practice in an integrative manner, the skills
that are associated with creative thinking, critical or reflective
thinking and problem solving (head) Thinking, reflecting and
problem solving are all actions which suggest and demand active
brain exertion.
Demonstrate the basic roles and responsibilities expected of a
learning team or learning community (limbs). Demonstration
implies showing by physical example. You need your body parts to
actively illustrate your roles and responsibilities as part of a team.
The objective at the 1st bullet can be included in an examination
since a student can outlined and discussed there personal
perspective.
The objectives at bullet 2 & 3 are observable and can only be
evaluated over time based on student's attitude and behaviour.
Not every objective can be tested in an examination. Some are
formative which means ongoing and measurable over time, while
others are summative where a rubric/checklist has to be used to
evaluate the final poduct.
FOUN1501 | S1 -> Formative Assessment Activity # 2 -> My
Objectives
by Debra-Dreana Marshall-Stuart - Friday, 19 September 2014,
11:04 AM

Good explanation for your objectives. The combination of all the


body parts for is an interesting way of analyzing. I believe if you
actually put this combination into practice then you are well on
your way to keeping abreast of changes in your personal self-profile
that relate to your competencies and learning practices.

My Objectives and how they match to body parts and reasons


why they match.
Critically examine their personal learning practices, beliefs and
assumptions about how they learn (heart). To critically examine
is to scrutinize something carefully or in detail. Therefore to
critically examine your personal practices and beliefs is to search
deep into your inner being, your heart for meaningful answers.
Take the initiative to practice in an integrative manner, the skills
that are associated with creative thinking, critical or reflective
thinking and problem solving (head) Thinking, reflecting and
problem solving are all actions which suggest and demand active
brain exertion.
Demonstrate the basic roles and responsibilities expected of a
learning team or learning community (limbs). Demonstration
implies showing by physical example. You need your body parts to
actively illustrate your roles and responsibilities as part of a team.
The objective at the 1st bullet can be included in an examination
since a student can outlined and discussed there personal
perspective.
The objectives at bullet 2 & 3 are observable and can only be
evaluated over time based on student's attitude and behaviour.
Not every objective can be tested in an examination. Some are
formative which means ongoing and measurable over time, while
others are summative where a rubric/checklist has to be used to
evaluate the final poduct.
FOUN1501 | S1 -> Orientation Learning Activity # 5 - The Climb ->
REACHING THE TOP
by Debra-Dreana Marshall-Stuart - Wednesday, 17 September
2014, 5:12 PM

Perhaps the most important form of development in one's life is self-


development.
Self development is the all that development that we ourselves
account for. We alone are responsible for our self development.
According to Brain Tracy "If you wish to achieve worthwhile things
in your personal and professional life, you must become a
worthwhile person in your own self-development. We simply have
to take the initiative, we can't wait for things to happen to us or
people to help and guide us in our endeavours. It is absolutely
imperative that we invest our income of for that matter our
resources into our self development. Self development is a great
stride forward into our lives. Self development is possible only when
we are open to opportunities and challenges around us. The
willingness to learn and develop is an important parameter in this
regard.

In order to grow and become a better person you have to admit your
faults and admit that there are things that you need to work
on.Every difficult moment in our lives is accompanied by an
opportunity for personal growth and creativity. Learn to control
emotion, recognize that difficulties pass like everything else in life.

FOUN1501 | S1 -> Formative Assessment Activity # 1 -> Activity


1.1 -> Re: Activity 1.1
by Debra-Dreana Marshall-Stuart - Tuesday, 16 September 2014,
12:15 PM
Martha
Prioritize your top values
This is probably the most difficult, because you'll have to look deep
inside yourself. It's also the most important, because, when making
a decision, you'll have to choose between solutions that may satisfy
different values. This is when you must know which value is more
important to you.
Write down your top values, not in any particular order.
Look at the first two values and ask yourself, "If I could satisfy only
one of these, which would I choose?" It might help to visualize a
situation in which you would have to make that choice. For
example, if you compare the values of service and stability, imagine
that you must decide whether to sell your house and move to
another country to do valuable foreign aid work, or keep your
house and volunteer to do charity work closer to home.
Keep working through the list, by comparing each value with each
other value, until your list is in the correct order.
Prioritizing your values may assist you with your procrastination.

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FOUN1501 | S1 -> Formative Assessment Activity # 1 -> How would


you define your values?
by Debra-Dreana Marshall-Stuart - Tuesday, 16 September 2014,
11:09 AM

How would you define your values?


Before you answer this question, you need to know what, in general,
values are.
Your values are the things that you believe are important in the way
you live and work.
They (should) determine your priorities, and, deep down, they're
probably the measures you use to tell if your life is turning out the
way you want it to.When you know your own values, you can use
them to make decisions about how to live your life, and you can
answer questions like these:
What job should I pursue?
Should I accept this promotion?
Should I start my own business?
Should I compromise, or be firm with my position?
Should I follow tradition, or travel down a new path?
So, take the time to understand the real priorities in your life, and
you'll be able to determine the best direction for you and your life
goals.
FOUN1501 | S1 -> Formative Assessment Activity # 1 -> Towards
defining yourself
by Debra-Dreana Marshall-Stuart - Sunday, 14 September 2014,
11:54 AM

To understand the gap between who you

are now and the authentic self you can be, begin by writing a list of
words that describe who you want to be; who you believe you can
be. Become an authentic person by aligning your self image,
stature, and public image. Have the courage to acknowledge your
limitations and embrace your vulnerability.
Concentrate on words that describe who you are, not what you do.
Now write down a separate list of words that describe who you are
now. How many words are the same on both lists? How many are
different? How closely do the lists compare? What changes do you
have to make? Believe it or not, the kind of questions you ask
determine the kind of life you lead. That's because your questions
trigger its own set of answers, which lead to certain emotions, which
then lead to certain actions (or in-actions), followed by results. If
you ask yourself limiting questions, you'll get limited results. If you
ask yourself mind-opening, forwarding questions, you'll gain a lot
more out of them. If you're someone who normally doesn't self-
reflect, you might be stumped by questions.
Remember, there is no one final answer. It's a continuous discovery
process. Your answers to the questions today will be different from
your answers one month, three months, six months, and one year
down the road.
FOUN1501 | S1 -> Formative Assessment Activity # 1 -> Towards
defining yourself
by Debra-Dreana Marshall-Stuart - Sunday, 14 September 2014,
11:54 AM

To understand the gap between who you

are now and the authentic self you can be, begin by writing a list of
words that describe who you want to be; who you believe you can
be. Become an authentic person by aligning your self image,
stature, and public image. Have the courage to acknowledge your
limitations and embrace your vulnerability.
Concentrate on words that describe who you are, not what you do.
Now write down a separate list of words that describe who you are
now. How many words are the same on both lists? How many are
different? How closely do the lists compare? What changes do you
have to make? Believe it or not, the kind of questions you ask
determine the kind of life you lead. That's because your questions
trigger its own set of answers, which lead to certain emotions, which
then lead to certain actions (or in-actions), followed by results. If
you ask yourself limiting questions, you'll get limited results. If you
ask yourself mind-opening, forwarding questions, you'll gain a lot
more out of them. If you're someone who normally doesn't self-
reflect, you might be stumped by questions.
Remember, there is no one final answer. It's a continuous discovery
process. Your answers to the questions today will be different from
your answers one month, three months, six months, and one year
down the road.
FOUN1501 | S1 -> My Expectations & Goals for Reflective-Reflexive
Practice -> My Expectations & Goals for Reflective-Reflexive Practice
-> Re: My Expectations & Goals for Reflective-Reflexive Practice
by Debra-Dreana Marshall-Stuart - Friday, 12 September 2014,
11:54 AM

The responsibility of the student who is registered in a distance


programme is to try his or her utmost best to be dedicated and
committed to the studies.Student should be aware that success can
only be achieved through hard work and being committed to doing
whatever honest work which is required in order to gain that
success. Many distance programs through the use of technology,
provide students and instructors with various ways to communicate
- email, discussion groups, chat room, cell phones, messaging, etc.
- and students should not only be able to use this technology but
also must be willing to engage in student-teacher and student-
student interaction if they are to be successful distant learners.
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FOUN1501 | S1 -> My Expectations & Goals for Reflective-Reflexive


Practice -> My Expectations and Goals -> Re: My Expectations and
Goals
by Debra-Dreana Marshall-Stuart - Friday, 12 September 2014,
11:54 AM

Completing all work assignments and reading materials on time is


the main responsibility of the online student. This is critical since it
helps him/her achieve each goal set and stay a step ahead at all
times. The online learning framework requires students to have an
open-mind as well as the ability to share ideas with the tutor and
classmates openly and accept all forms of feedback positively. In
various studies, ttime management issues emerged as the most
dominant issue that will influence the success of the distance
learner. This key issue can be effectively dealt with by simply
organizing your time (for example, create a study schedule) in
whatever way it becomes necessary so as not to compromise your
learning experiences and outcomes.

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FOUN1501 | S1 -> My Expectations & Goals for Reflective-Reflexive


Practice -> Expectation/Goals -> Re: Expectation/Goals
by Debra-Dreana Marshall-Stuart - Friday, 12 September 2014,
11:53 AM
Petri
Even though enrolling or participating in a distance programme can
be done with flexibility, students who are taking distance courses
should take an active approach to learning if they want to be
successful in their course.Flexibility is considered as one of the
greatest benefits of distance learning but at the same time it can
also be a disadvantage for a student who procrastinates, or is
unable to maintain a study schedule, or who is unable to without
reminders, complete assignments on time. The student must be
dedicated, self-motivated, disciplined, and be able to manage their
time properly.The distance student is also going to be required to be
active in online discussions/chats, be required to submit all
assignments, projects as well as participate in examinations. .

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FOUN1501 | S1 -> My Expectations & Goals for Reflective-Reflexive


Practice -> Expectation -> Re: Expectation
by Debra-Dreana Marshall-Stuart - Friday, 12 September 2014,
11:52 AM

Taniqua
The responsibilities of a student participating in an distance
learning programme, is to show that they are capable of managing
their time as efficiently as possible and are given the opportunity to
prove that they can be self motivated to successfully complete the
programme which will also show their high level of responsibility
and ability to complete a task without having to be pressured by
constant supervision. Successful learners can be considered as
those persons who voluntarily seek further education, have higher
expectations, be more self-disciplined, older, enjoy learning for its
own sake, demonstrate good thinking skills, able to work
independently with limited structure, and recognize the value of
interacting with other online peer
FOUN1501 | S1 -> Orientation Learning Activity # 2 - Reflection:
What Do You Think? -> My thoughts on Reflection -> Re: My
thoughts on Reflection
by Debra-Dreana Marshall-Stuart - Tuesday, 9 September 2014,
7:09 PM

SherriAnne
Simply put, reflection involves getting people talking about their
experiences.
To ensure that you will write the right type of reflections, it is also
important that you know what it is not. For instance, a reflection is
not a piece composed of mixed thoughts of other people - reflection
requires your own thoughts.To understand what is a reflection ,
knowing what should be in it might also help. A reflection should be
mostly about your personal insights. It could be your experiences
and beliefs. It could also be your personal observations. It is easy to
write because you just have to express your thoughts and how you
see things.
I hope this helps answer your questions.
FOUN1501 | S1 -> Orientation Learning Activity # 2 - Reflection:
What Do You Think? -> My thoughts on Reflection -> Re: My
thoughts on Reflection
by Debra-Dreana Marshall-Stuart - Tuesday, 9 September 2014,
7:09 PM

SherriAnne
Simply put, reflection involves getting people talking about their
experiences.
To ensure that you will write the right type of reflections, it is also
important that you know what it is not. For instance, a reflection is
not a piece composed of mixed thoughts of other people - reflection
requires your own thoughts.To understand what is a reflection ,
knowing what should be in it might also help. A reflection should be
mostly about your personal insights. It could be your experiences
and beliefs. It could also be your personal observations. It is easy to
write because you just have to express your thoughts and how you
see things.
I hope this helps answer your questions.
FOUN1501 | S1 -> Orientation Learning Activity # 2 - Reflection:
What Do You Think? -> Reflection - My thoughts -> Re: Reflection -
My thoughts
by Debra-Dreana Marshall-Stuart - Tuesday, 9 September 2014,
6:52 PM

Roger
Reflection, or thinking about our experiences, is the key to learning.
Reflection allows us to analyze our experiences, make changes
based on our mistakes, keep doing what is successful, and build
upon or modify past knowledge based on new knowledge. Reflection
also allows us to make connections between courses or between
school, work and home. By doing this, we begin to see how all parts
of our lives are connected and to understand that we are a part of
the web of life.
To help you get more from your experience from this course, we
would like to invite you to reflect on each activity taken this
semester, assess what you have learned and explain what
connections you see or can make between classes and between
school, work and home.

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FOUN1501 | S1 -> Orientation Learning Activity # 1 - Your
Learning Style -> Orientation Learning Activity # 1 - Your Learning
Style -> Re: Orientation Learning Activity # 1 - Your Learning Style
by Debra-Dreana Marshall-Stuart - Tuesday, 9 September 2014,
6:49 PM

Monica
Every individual has a unique learning style, the personal qualities
that influence the ability to acquire information, to interact with
peers . . . and to otherwise participate in learning experiences.
Some people learn actively and interactively, others focus on facts,
some prefer visual forms of information, and some learn from
written and spoken explanations. In this course of study we will
have students with various learning styles, backgrounds, and levels
of preparedness which influence their engagements with learning
environments.

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FOUN1501 | S1 -> Orientation Learning Activity # 1 - Your


Learning Style -> My Learning Style -> Re: My Learning Style
by Debra-Dreana Marshall-Stuart - Tuesday, 9 September 2014,
6:48 PM

Hi Sherrie -Ann
A multimodal study strategy is a method used when you have more
than one preference that is discrete. It can also be when someone
has no preferences to which study strategy they want to use. Being
multimodal means that you have multiple strong points in areas
such as aural, reading, and writing. Those who are multimodal are
context reserved which means they can choose a single mode to suit
the situation.
On the other hand, there are others who are not satisfied until they
have had input in all of the preferred styles. They take an extensive
period to gather information but often have an immersed and
expansive understanding.
For example, when trying to figure out something that will be
brought about physically later, learners that absorb information
better hands on do better when trying out something for
themselves. In addition, this visual factor aids students to
reproduce information on a test better.

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FOUN1501 | S1 -> Orientation Learning Activity # 1 - Your


Learning Style -> My Learning Style- Orientation Activity #1 -> Re:
My Learning Style- Orientation Activity #1
by Debra-Dreana Marshall-Stuart - Tuesday, 9 September 2014,
6:48 PM

Wendy and Roger


Some of multi-modal preferences people said that it is necessary for
them to use more than one strategy for learning and
communicating.
There is a variation in skills with this modality, for instance, if I
have to read a paragraph homework, I have to read it over and over
to have the main idea and purpose, it also happens when I read a
book, I sometimes have to read over a page or part. When doing a
practical activity, I have to be part of it to prove it works and it is
useful, otherwise I think I will never be part of it. Such as cooking
or a way to teach a skill. I always try a new recipe or a new way to
have students do a certain activity, if it does not work, I try it over
and over until I do it better. Watching videos has been a good way to
acquire learning - this way I can see what people are doing to mimic
the process. Since most people are visual learners, it's important to
go beyond "spoken words" when educating students.
FOUN1501 | S1 -> Orientation Learning Activity # 1 - Your
Learning Style -> Orientation learning activity # 1- My learning
style -> Re: Orientation learning activity # 1- My learning style
by Debra-Dreana Marshall-Stuart - Tuesday, 9 September 2014,
6:46 PM

Michelle
It is essential to consider the ways in which a student learns and
also their emotional skills because self exploration can lead to
growth. The students can become aware of reasons why they may
not learn well in certain situations. They can discover deeper
reasons why they behave in a particular way and they can uncover
patterns. The student may be less likely to be hard on them self and
more willing to continue actively striving for improvement when they
have a clear idea of their strengths and weaknesses.
FOUN1501 | S1 -> Orientation Learning Activity # 3 - The Big Five
-> My Results -> Re: My Results
by Debra-Dreana Marshall-Stuart - Monday, 8 September 2014,
8:04 PM

Hi Kristy
Openness to Experience describes a dimension of cognitive style
that distinguishes imaginative, creative people from down-to-earth,
conventional people. Open people are intellectually curious,
appreciative of art, and sensitive to beauty. They tend to be,
compared to closed people, more aware of their feelings. They tend
to think and act in individualistic and nonconforming ways. People
with low scores on openness to experience tend to have narrow,
common interests. They prefer the plain, straightforward, and
obvious over the complex, ambiguous, and subtle. They may regard
the arts and sciences with suspicion, regarding these endeavors as
abstruse or of no practical use. Closed people prefer familiarity over
novelty; they are conservative and resistant to change.
At this end of the scale, individuals who score low in Neuroticism
are less easily upset and are less emotionally reactive. They tend to
be calm, emotionally stable, and free from persistent negative
feelings. Freedom from negative feelings does not mean that low
scorers experience a lot of positive feelings; frequency of positive
emotions is a component of the Extroversion domain.
Openness reflects your willingness to embrace new and unusual
experiences. It's a measure of how imaginative and creative you are,
as opposed to how down to-earth and conventional. Openness also
reflects how much you seek out new experiences.
Remember, lots of other factors in life can override the impact a
natural personality match may have on a relationship.
Further explore your personality by answering the following
questions:
Openness to Experience - How much do you enjoy abstract ideas
and artistic expression?
Conscientiousness - How much do you put off immediate
gratification in order to achieve long-term goals?
Extraversion - How much do you turn to the outside world for
stimulation and excitement?
Agreeableness - How much do you put others ahead of yourself?
Neuroticism - How likely are you to bounce back from stressful
events?

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FOUN1501 | S1 -> Orientation Learning Activity # 2 - Reflection:
What Do You Think? -> My thoughts on Reflection
by Debra-Dreana Marshall-Stuart - Monday, 8 September 2014,
8:02 PM

Your postings so far has shared your ideas and thoughts on


reflection. Schn (1987) talks about 'reflecting on action' where we
can question and challenge what we have done. 'Reflection-in-action
is a reflective conversation with the materials of a situation. Think
of a mirror. Don't you see your reflection when you look into a
mirror? A similar image of yourself is cast on the mirror and you
come to know how you look like. Similarly, the thoughts that get
processed in your mind are those that you will be reflecting on
throughout this course
York-Barr et al (2006, p. 65) infer that as individuals, 'to be
reflective means choosing with intention ways of thinking, being
and doing. To be reflective means choosing enrichment around our
day's activities. It means committing oneself to continuous growth
as a person and as a professional'. You must be able to give
absolute importance to your own opinions, beliefs and experiences.
References:
Schn, D 1987, Educating the Reflective Practitioner, Jossey-Bass,
San Francisco.
York-Barr, J., Sommers, W., Ghere, G & Montie, J 2006,
Reflective practise to improve schools: an action guide for educators,
2nd ed., Corwin Press, Thousand Oaks, California.