布里斯班代写assignment:反射镜的学习方式

2017-06-27 23:50

反射镜的学习方式和他们的教学方式很可能相似。蜂蜜和芒福德（1992）建议反光镜将更多地集中在观察和彻底审查上。他们会建议观察方法，检查哪些检查，讨论可能发生的事情，复习结果，提供反馈和仔细的反应，并建议学习者如何准备活动。在最近的一个教程中，我自己和另外两个第三年级的学生在四年前讨论了解剖学和X射线照片的评价。我认为我是作为一个反思性的学习者而不是去挑选一个学生，让他们说出他们所知道的结构和批评；我建议他们在回答之前准备好并考虑我的回答。这对未来的学习者来说是一种更为细致的学习方法。反光镜不会鼓励在意外的、计划外的或危险的情况下学习或提供即时的答案（蜂蜜和芒福德，1992）。这种教学经验将不利于在实践中的一些学习的经验，他们会寻求一种更好的学习方式，了解学生学习将使教师采取一定的教学技术和偏好（Reece和Walker，2003），他们认为，教师可以在教学一个混合的方式，协助多个学习者不同的学习风格。我相信我可以改变我的教学风格，以适应某些学习风格，因为一种教学方法可能并不总是实用的。做一个称职的医疗保健专业教学是临床最重要的方面所以允许学习者的风格将有助于在这种情况下，创造能力（gopee，2008）也为学习有待提高，学生必须有一个过程，让学习进步，能接受建设性的反馈的一部分（库伯和库伯，2005）。
布里斯班代写assignment:反射镜的学习方式
The way reflectors learn and the way they teach will more than likely be similar. Honey and Mumford (1992) suggest that reflectors will focus more on observations and thorough review. They will suggest ways of observing examinations and which examinations to watch, discuss what could occur and go over the results, provide feedback and careful responses and advise the learner on how to prepare for activities. In a recent tutorial with four first years myself and two other third year students discussed anatomy and the evaluation of radiographs. I think I did teach as a reflective learner by not picking on one student and allowing them to call out the anatomy and critique that they knew; I suggested ways to prepare them and considered my responses before answering. There will be implications for this type of teaching in the future for the learner as this is a more careful approach to learning. Reflectors will not encourage learning in unexpected, unplanned or risky situations or provide immediate answers (Honey and Mumford, 1992). This teaching experience will be detrimental to some learner's experiences in practice and they will pursue a better way of learning.Understanding how the student learns will enable the teacher to take on a certain teaching technique and preference (Reece and Walker, 2003) so they suggest that teachers can take on a more blended approach to teaching and assist more than one learner with different learning styles. I believe I could alter my teaching type to suit some learning styles as having one way of teaching may not always be practical in placement. Being a competent healthcare professional is the most important aspect for teaching in clinical so allowing for the learners style will help in that situation and create competence (Gopee, 2008) and also for learning to be improved, the student must be a part of a process that allows learning to progress and be able to receive constructive feedback (Kolb and Kolb, 2005).

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