Johns Adaptation of the Johns reflective model Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. Reflection occurs though "looking in" on one's thoughts and emotions and "looking out" at the situation experienced. Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Johns' model is comprehensive and allows for reflection that touches on many important elements.
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Further Reading and Resources Summary: Scenes for Faculty Reflection and Program Development. Oxford University Press, Bazerman, Charles and David R. Landmark Essays on Writing Across the Curriculum.
In this chapter, the strategy of using micro-themes or short essays within either large or small classroom contexts is explored.
The authors give examples of several different genres of micro-themes including: The chapter concludes with an examination of the pedagogical validity of the use of micro-themes and suggestions for implementing their use.
Brenson, Sarah and Glenda S. This article examines a variety of different assessment methods within the math and natural science classrooms.
The suggested methods include journal writing, open-ended problems and portfolios. Journals and open-ended problems are intended to give teachers insight into the conceptual understanding of their students. Portfolios give the students opportunity for self-evaluation and provide documentation of progress over a period of time.
The article also includes the objectives each type of assessment can address, hints for their use, and samples. Day, Robert, Scientific English: A Guide for Scientists and Other Professionals. Day has designed a guide to general scientific style, grammar, and usage.
He also includes a list of the style manuals that are appropriate to the various disciplines and a chapter on sensitivity to certain language usage. The appendixes contain lists of words to avoid, and problem words and expressions. How to Write and Publish a Scientific Paper. Robert Day designed this book primarily to assist graduate students and people wanting to publish in the sciences who needed advice about the conventions of scientific writing.
The book includes a discussion on what separates scientific writing from other writing, formatting a section by section analysis of the elements of the scientific paper, a discussion on different genres of science writing, and a number of appendixes that cover technical terms, sample submissions, and a glossary of jargon and preferred usages.
Gary Tate and Edward P. Oxford U P This article describes the success of a writing task set by a technical writing teacher for his class. Each student was to take a subject that they were both familiar and enthusiastic about and write a book whose target audience was elementary school children.
To prepare for the task, the students read ten professionally written books and examine such things as content, format, and style. The article ends by citing the students' enthusiasm for the challenge. In this introductory course, the traditional lab assignments were reworked into observation journals.
English describes the journals as being of particular benefit both to the students in requiring them to write about what they have learned and for the instructor as a measure of student understanding and progress. Examples of student logs are included as evidence for the development of students' observation and writing skills.
Additionally, the value of the questions and response type of journal entry is discussed. Fulwiler, Toby and Art Young, eds. Models and Methods for Writing Across the Curriculum.
This book was pivotal in the movement to introduce journal writing to a variety of classroom settings. The introduction of the book provides guidelines for the use of journals in the classroom.
The third section of the book focuses on the use of journals in the quantitative and qualitative classrooms. The articles are written by a variety of teachers who successfully used journals in their various disciplinary classrooms from elementary through the collegiate level.
Goodman, Daniel and John Bean. This article outlines the method used to produce professional level reports for an undergraduate organic chemistry course.Using data drawn from observations and interviews with urban teachers of writing, George Hillocks argues that teacher knowledge is not simply transferred from some source to the teacher.
Rather, it is constructed on the basis of assumptions about epistemology, students, and subject matter. Reflective practice occurs when you explore an experience you have had to identify what happened, and what your role in the experience was For some critical reflective writing tasks it is expected that your writing will incorporate references to the literature A Journal for .
Like Fulkerson’s text, George Hillocks Jr.’s article provides foundational information on argument writing. However, Hillocks Jr.’s piece is much shorter and more condensed in its. Teaching Writing as Reflective Practice George Hillocks, Jr.
George Hillocks Jr. is a professor in the Department of Education and the Department of. Hillocks, George Jr. Teaching Writing as Reflective Practice.
New York: Teachers College Press, George Mason University Guides to Writing in the Disciplines. List of Nursing Resources; Journalism and Journalistic Writing. Reflective practice is described by Duffy (, p) as an active and deliberate process to critically examine practice, where an individual is challenged to undertake the process of self-enquiry.