capstone reflection essay

detach themselves from the situation, requiring more time to process situations. 2.2. Reflective Cycle (Gibbs, 1988) The model provides six stages in which a professional may reflect upon their experiences. It focuses on the medium of written reflection and comprises: (1) a description of the event; (2) a description of emotional responses; (3) consideration of the emotional response; (4) analysis, including academic research, to understand the situation; (5) conclusions drawn from the experience;

Reflections Both simple and complex reflections were used. A simple reflection used towards the beginning of the interview transpired into, “pretty active out doing a lot of things.” Alternatively, a complex reflection used when reflecting on Sarah’s feelings about what her friends think about her not socializing subsisted of, “it bothers you thinking about them, wondering about your intentions.” I used twice as many complex reflections as simple reflections. Unfortunately, I should have used

I determined that I needed a new interest, something to keep my mind engaged and challenged. I enrolled in the Doctor of Business Administration (DBA) through the Columbia Southern University (CSU) just for fulfillment. This reflection assignment exercise proves to be the catalyst for my future college endeavors. The assignment to reflect on DBA program dreamed of taking steps towards realizing those ideas and course accomplishments right now. Due to time some course assignments, I will embrace,

For my client’s confidentiality, throughout the rest of this paper I will be using the false name of Carol to protect her identity. Carol is currently a full-time female student at York University. As I am also a full-time student at York university, when it came time to ask if she would volunteer as my client for this project, Carol’s academic appreciation and understanding personality made the interview very comfortable. Carol’s problem was between her and her best friend whom she feels are growing

During my time at DePauw I’ve been to all four Day of Dialogue sessions and have seen it evolve from a response to brother Jed’s protest to an organized annual event that aims to bring students, faculty, and staff together to discuss campus climate and personal experiences at DePauw. However, while this event has made progress in choosing speakers, facilitating productive conversations, and providing topical breakout sessions, many students still feel frustrated due to unproductive conversations

learning using my results as a reflection and explanation piece. Finally, it will discuss what reflection is and how it supports your own personal and professional learning. Debnath describes reflection as a means of self-examination to learn from knowledge and experiences transforming a person's reactions and behaviours to future events. (Debnath, 2010) Schön further explains reflection having two approaches a reflection-in-action and a reflection-on-action. Reflection-in-action is whereby an individual

reflective practitioner is one who is able to effectively utilise the reflective practice, that is, using both reflection-in-action, reflecting on actions as they occur, and reflection-on-action, reflecting on previous actions. By adhering to the reflective practice, the reflective practitioner is able to gain valuable insight into how they can improve their performance for the future, as reflection on one’s experience is key to learning (Loughran, 2002). This effectiveness has made the reflective practice

For my evidence based intervention I understand the importance of scientific research to inform my practice, however, I believe that the consideration of individual characteristics is just as important. I must consider the issues of lack of confidence, purpose and effort for each of my students and use research to develop strategies that may work for my students. I have developed a range of data on the students’ academic results, attitudes in classes, students learning style, teachers’ comments on

Reflection is considered as a vital element of professional practice as it precedes to insight and then subsequent change in practice. The hypothesis of reflection is not new as it can be tracked as far back in the 5th century by the influential Greek philosopher, Socrates and to the 1930s primarily focusing on John Dewey’s work. Dewey is one of the founders of learning from experience. He theorised reflection as ‘active, persistent and careful consideration’ (Dewey, 1933) initiated by a specific

reflected body of self, but its mis-recognition as superior projects (60).” This quote describes a stage of identity in psychoanalysis in which a child first recognizes themselves in a mirror, and can therefore imagine themselves as more than a reflection of their mother’s face even though the image is a misrepresentation in it’s incompleteness (Mulvey 60). This concept is directly applicable to this scene, as the character standing in front of the mirror represents a stage of identification for