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ES4001 A001 Portfolio

Contents

Section 1………………………………………………………………………………………………………2-4

500 Word Essay………………………………………………………………………………………………………………………………2-3

Reference List……………………………………………………………………………………………………………………………………4

Section 2..…………………………………………………………………………………………………..5-28

i) Skills Wheel A…………………………………………………………………………………………………………………….5-7

Skills Wheel B…………………………………………………………………………………………………………………..8-10

ii) Key Learning Moments Information Literacy………………………………………………………………....11-13

iii) Harvard Referencing Tutorial………………………………………………………………………………………….14-15

iv) Discuss the Role of Research: Why is it Important?............................................................16-17

v) Use of Turnitin as a formative learning tool…………………………………………………………………….18-20

vi) Self-Management……………………………………………………………………………………………………………21-24

vii) Group Work…………………………………………………………………………………………………………………….25-26

viii) Residential Visits and Benefit to Education……………………………………………………………………..27-28

Reference List…………………………………………………………………………………………………………………29-30

Section 3………………………………………………………………………………………………………31-34

Reflective Essay…………………………………………………………………………………………………………………………….31-33

Reference List…………………………………………………………………………………………………………………………………….34

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Section 1: 500 Word Essay

Identify a key skill/attribute that is needed to be an effective educator. Discuss the importance of this

skill/attribute.

Teachers working in mainstream schools must act in a multi-faceted role: they act as transmitters of

knowledge, authoritarian figures, role models and mentors (Lyon, 2014) to create a conducive learning

environment. Arguably, what is underpinning a teacher’s capacity to fulfil these roles is the ability to

empathise with their students. This essay will discuss the fundamental importance of empathy as a skill

for an effective educator by considering its positive effects on students’ attainment in exams, but more

importantly its driving potential to improve their motivation and confidence in the learning

environment.

Empathy can be defined as identifying with another person’s problems, coupled with the desire to

help them overcome their distress (Tausch and Hüls 2014, p. 136). In an education system where proxies

for success are equated with positive performance in tests and exams (Beard, 2016) the likelihood of

students feeling under pressure is apparent. Students have suggested that during this time they feel

‘insecure and are afraid of failure’ (Tausch and Hüls 2014, p. 141), but when they work alongside an

empathetic teacher grades and performance improve (Aspy, 1971). Seeing as so much emphasis is put

on results and progression, we can question the necessity for empathy to get students through

assessments and progress to the next stage of learning.

However, it is too simple to correlate linear improvement in performance with students being taught

by an empathetic teacher. The nature of the state system makes it difficult for empathy to have this

effect on attainment consistently (Cooper,2010): teachers ‘teaching to the test’ cannot always resonate

with individuals so pertinently. Likewise, an ‘effective’ teacher is not necessarily one who pushes

students through exams. Instead, the power of empathy in helping students to ‘develop more positive

attitudes towards themselves and towards schooling’ (Feshbach and Feshbach 2009, p85) is a better

indicator of its importance for effective educators: measurable achievement is commendable, but

developing affinity for learning will have longer-lasting and more meaningful effects. Consulting

humanist ideas about person-centred learning can support this: Rogers (1980) suggests ‘empathy gives

us that needed confirmation that [we do] exist as a separate valued person with an identity’. In turn this

has the capacity to improve students’ self-esteem and motivation to learn. Teachers who can

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communicate the potential for solutions foster conducive learning environments where students are

less likely to engage in classroom conflict, feel more motivated and strive for personal success (Tausch

and Hüls 2014). The influence of Rogers’ work is interesting. Comparing educators with therapists

suggests they have substantial influence on aligning a student’s attitude to education. The role of

empathy within this allegory is paramount: the educator can generate trust in the classroom and offer

learners understanding and compassion. This relationship could be underpinning learners’ ability to

reflect and progress, not just in exams but as well-rounded, confident individuals.

In conclusion, empathy can be considered a required attribute for an effective educator because it

underpins the motivational relationship teachers have with their students. The effects of empathy are

primarily positive in the learning environment. Superficially, attainment in exams is an indication of this.

However, it is the constant reassurance that the educator is taking the student seriously personally and

academically that leads to short term success, but more importantly a long lasting and personalised

satisfaction with learning.

Word Count: 546

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References

Aspy D.N. (1971). Helping and intellectual functioning. In R.R. Carkhuff (ed.), The Development of human

resources, education, psychology and social change. New York: Holt Rinehart and Winston

Beard, M (2016) The Purpose and Quality of Education in England Houses of Parliament, London.

Available at: https://www.parliament.uk/documents/commons-committees/Education/Keynote-

speech-from-Professor-Mary-Beard-Education-Committee-conference-13-September-2016.pdf

(Accessed: 14th October 2019)

Cooper, B. (2010) “In Search of Profound Empathy in Learning Relationships: Understanding the

Mathematics of Moral Learning Environments,” Journal of Moral Education, 39(1), pp. 79–99. Available

at https://glos.on.worldcat.org/oclc/615414541 (Accessed: 14th October 2019)

Feshbach N.D. and Feshbach S 2009 ‘Empathy and Education’ in Decety J and Ickes W (eds), The Social

Neuroscience of Empathy, London: The MIT Press

Lyon, H (2014) ‘Mentoring’ in Rogers, C, Lyon H and Tausch R On Becoming an Effective Teacher: person

centred teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyn London:

Routledge

Rogers C.R. (1980) A Way of Being Boston: Houghton Mifflin Company

Tausch, R and Hüls, R (2014) ‘Students cry out for empathy’ in Rogers, C.R., Lyon H and Tausch R., On

Becoming an Effective Teacher: person centred teaching, psychology, philosophy, and dialogues with Carl

R. Rogers and Harold Lyn London: Routledge

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Section 2: Weekly Tasks for Appendices

i. Reflection of Skills Wheel A

This was a good way to start assessing my confidence in certain study skills. I found the process a bit

daunting because I feel like I am out of practise in a lot of the areas. When I look at my skills wheel, I

think there are a lot of things that I need to work on but understand that I will be able to hone and

develop these skills throughout the course.

I know that time management is one of my biggest weaknesses and it is a skill that I have struggled

with for a long time. I think the reason I score myself so low in this area is because I always feel up

against time and try to do too much. This could be because I do not discern effectively between the

‘urgency and importance’ (Adair and Allen, 2003, p. 27) of tasks and instead try to do everything to the

best standard all at once, instead of prioritising tasks in terms of their importance and/or time

immanency. My score in this area is key indication of my tendency to fall into the spillover process,

whereby my work starts to impact the time I have for myself. I will feel strain even when I am not

working, and it can also alter my behaviours (Staines, 1980 cited in Jones, Kinman and Payne, 2006 p.

185).

I recognise that I am better satisfied with my capabilities in more ‘practical’ areas, like teamwork and

problem solving because of my experience in the workplace. Previously, I think these were some of my

best qualities because I enjoy working with other people and coming together to achieve a common

goal, even when there are lots of different elements and pressures to consider. This might be because I

fall into the ‘finisher’ description, according to Belbin’s (2012) team roles: I like to get things done and

operate in regimented way, and this has had positive outcomes for me in a business setting. However, it

was difficult to think about myself this way in an academic context because I don’t have the same

certainty that I will reach a desirable outcome. Also, working without the same level of immediacy as I

am used to in the workplace could challenge me, given my worries about my own time management. I

will make it a priority to investigate effective teamworking strategies to ensure that I can work

cohesively and utilise the strengths I do think I have.

Upon reflection, it is interesting that I chose skills that overall, I am not too happy with and think I

could improve quite dramatically. I would like to start striking a balancing between being self-critical and

self-affirming (Cohen and Sherman, 2014). Perhaps one of my skills to develop should be self-efficacy: I

need to be convinced that I can successfully execute the steps to succeed (Bandura, 1977) and start to

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build my self-confidence. I need to think about mistakes and weaknesses as opportunities to learn, not

as failures or shortcomings when I am tackling different types of problems (Walkup, 2011).

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i. Reflection of Skills Wheel B

Approaching the skills wheel for the second time felt like a different process: I felt more competent to

assess my skillset having had the opportunity throughout the module to refine and reflect on my

capabilities. Overall, I felt like I had a better general understanding of each concept, so I was able to give

a much more confident assessment. There are still areas that I would like to work on during my degree

but, as I a result of work done on the module, I feel better equipped with ideas and skills to start

developing my abilities further.

Time management is a skill I will have to work on during the long term. A lot of the literature

surrounding time management made it seem like an attainable concept and I have tried to take away

some realistic strategies. For example, Cottrell’s (2013) suggestion to have 45minute reading periods

combined with active reading could be one way of helping me to tackle using time efficiently. I will be

concentrating on extracting key information or doing succinct tasks in short bursts with regular breaks, if

I apply this method. I did struggle with some of the ideas put forward by authors: I think that creating

elaborate time plans would be difficult for me because I am still working on realistically setting goals and

this might be counter effective.

I feel better satisfied with my team working skills in an academic environment now compared to when

I started. It was interesting to consider the different roles we took on in relation to Belbin’s model

(Belbin, 2012) and I was surprised by how many attributes are needed to develop an effective team. I

found I had to challenge myself to fill roles that I didn’t associate with initially, such as the co-ordinator,

because we were lacking an element of leadership. As a result, this has encouraged me to expand my

skills and participate in a ‘social’ role as well as a ‘thinking’ role (Belbin, 2012) and improve my ability to

adapt to the teamworking needs of others.

The skill I am most pleased to have improved is critical analysis. I have a clearer idea of what it means

to be critical and think that I have a better grasp of different ways to access this sort of analysis in my

writing. I feel more in control of critically analysing sources in relation to their semantic qualities but feel

I can also tap into more meaningful reading and consider associated debates (Goatly and Hiradhar,

2016) which will improve the shape and quality of my argument. In a broader sense I am pleased to have

improved in this area because it is a central skill capable of impacting my performance in other areas.

Critical analysis will keep the results of research focused towards the question, it will enable me to

construct more original arguments and will improve my ability to incorporate wider reading into my

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work (Day, 2018). I would like to continue to improve this and consider ways which are more emphatic

in my writing.

Beyond the individual elements of learning for each skill, this process has prompted me to adopt a

growth mindset. I appreciate that these skills are not fixed: I can develop and change them with effort

and direction (Dweck, 2017). Having this mindset has helped me to improve my rating in most areas

because I have started to actively consider when I am making progress, even if it is at a slower pace.

However, I think this is the most important element I can take away from this activity and the module

overall because it will be useful for me when I face a setback or face other challenges (Elmore, 2016) to

remember that this is a process and I am still learning.

S1909375 – Eleanor Macdonald Hill ES4001 A001

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ii. Key Learning Moments: Information Literacy

Search Strategies

One of the biggest problems I have when I start on an assignment is over-researching. I think this comes

out of wanting to get the broadest overview of a topic and make sure I haven’t missed anything.

However, in my attempt to find information I often end up being overwhelmed with sources – some of

which I can use and others I can’t but will insist on quickly looking at ‘just to make sure’. Reading the

section on search strategies has prompted me to think about searching for sources more efficiently, so I

am able select more relevant material.

I was interested to learn about the ways to optimise my searches. I wasn’t aware of Boolean Operators

and how helpful they are for refining searches (Fink, 2005). I think I will find the functions useful when I

want to filter out associated terms in my searches for widely research topics. For example, when I go on

to plan my essay for Psychology in Contexts, I may want to search behaviourism in a learning

environment and avoid results which contain references to behaviourism’s use in a business setting. I

know now that I can do this by using the NOT function. However, I will need to be wary of inadvertently

dismissing other potentially relevant information (Fink, 2005) because this could restrict exposure to

alternative views on the topic. I also hope to be more aware when I am looking for information and to

be proactive in filtering out results that don’t have relevance to my writing because this will save me

time and support the cogency of my argument during the planning stages and as I start to write an

assignment piece.

Similarly, learning about truncation and the use of quotation marks to respectively widen and narrow a

search (Bottomley, Pryjmachuk and Waugh, 2018a p. 79) has given me a better idea of how to go about

finding information during the research stage. I hadn’t appreciated before how helpful these search

features were and having taken some opportunities to practise using the functions, I have seen how

much more focused the results are. I hope implementing these skills will make my initial reading around

a topic more conducive to a focused essay plan.

I can see that breaking down the question into key concepts and proceeding to search those terms, or

descriptors will be helpful for me because it will help to focus my search from the beginning. This

immediate focus could reduce my chances of reading unnecessary material. Considering ways to refine

my searches in the initial research stages will be beneficial, but the idea of breaking down a question

into directive words, subject matter and limiting features, like dates or specific authors (University of

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Birmingham Library Services, 2017) will underpin my ability to do this. Previously I have searched

blanket terms, like ‘social impacts of the French Revolution’ and then narrowed down search topics

based on lengthy initial reading. This was a time consuming and ineffective method, which had potential

to make me question what I was initially arguing. I will make it a priority to look at my question carefully,

and follow the suggested procedure: first searching the key concepts, then making notes and picking out

the main theorists and ideas directed towards a focused argument, and finally categorising my thoughts

and starting to plan the essay (University of Gloucestershire Library Services, 2019)

To summarise, this part of the tutorial has encouraged me to concentrate on search techniques when I

am starting the research process. I have considered different strategies, like truncation and Boolean

Operators, to help me optimise my searches when I am researching and started to consider ways that I

might go about implementing these ideas. Perhaps more importantly, I have thought about using the

question as a springboard for these searches. By breaking it down into key concepts, I will be able to

provide myself with good starting points for forthcoming stages of the research process.

Evaluating Sources

The section on evaluating sources introduced me to the CRAAP (Currency, Relevance, Authority,

Accuracy and Purpose) procedure (University of Gloucestershire Library Services, 2019) and I think this is

something I will need to practise. The sections on ‘purpose’ and ‘relevance’ were helpful because it has

given me good ground to reject sources and not take them at face value. I hadn’t considered the

purpose of different sources and why that would affect their relevance for research. For example, a

journal article focussing on a topic more specifically and using findings from current research may be

more useful than a book, which gives a broad overview, when we are trying to make an assertion about

recent adaptions to pedagogy.

I understood that the process of being critical involved questioning a source’s content and provenance

but found it difficult to consistently link it back to the main theme. For any source commentary to be

effectively included in essays I will need to think carefully about the value it will add to my overall

argument. In her guide Moore (2010 p. 103) points to a model adapted from Moore and Murphy (2005)

which pinpoints questions to be thinking about when handling source material. The point she raises

about using this as a checklist to sharpen ideas and ensure sources are well contextualised into the

essay is a concept I will continue to think about during the course. I think by having these thoughts I will

be able to draw more out of the source material and construct more formulated and meaningful

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arguments. It will also help me to transition from descriptive to critical writing and therefore have more

scope for analysis and judgement when comparing ideas (Student Learning Development, University of

Leicester, 2009).

The process of fact checking is something that I will need to pay some attention to, as a way of

ensuring other author’s work is reliable and my research and writing will be accurate. The tutorial refers

to idea of fact checking in the context of newspapers and opinion pieces (University of Gloucestershire

Library Services, 2019). This will be important, especially when considering the impacts of changes to

educational policy on the public. However, I would argue that I should be fact checking more generally

when I am evaluating sources: making sure I am understanding the information correctly, but also using

reliable information. To be able to do this I could try and situate the author of the source within the

wider field and search for other works which mirror claims. To take this further I can identify if work has

been peer reviewed (Moore, 2010). It could also be useful to engage with counterclaims and challenge

general assumptions. It is easy to fall into confirmation bias in attempt to make an argument appear

more sound by favouring information that may confirm our original thoughts (Bennett, 2015), so it

would be helpful to check facts for their relevance and intended meaning to avoid this.

Key learnings from this section of the tutorial have prompted me to be astute when handling source

material for my assignments. I have thought about a procedure for evaluating sources and how this will

be useful for me when I am attempting to find the most relevant material. Alongside this, I have

considered how to use source material critically as a way of engaging with the themes of an assignment

brief and contextualising material to access more nuanced and analytic arguments. Learning about the

importance of fact checking has also taught me to be proactive in confirming claims by means of

comparing with other works, not just taking academically published sources at face value.

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iii. Harvard Referencing Tutorial

Identify how correct referencing will help you to become a more skilful academic writer and reader of education.

The process of referencing serves several purposes in improving academic practice. In the tutorial

there were three key ideas I picked out: referencing is good way to indicate broader consideration of the

subject, integrate into the academic community and, most importantly, improve my ability to critically

engage with the content and come to my own justified conclusions.

Engaging with good referencing practice is an opportunity to show the reader that I have read around

the subject. Incorporating the ideas of others in the field will enable me to become a more skilful reader

of education because I will be framing my own arguments with relevant research. Examining reliable

sources of those well read, well reviewed and relevant within the field and establishing my own line of

argument will indicate to the reader that I am thinking critically about the subject (Neville, 2010) and

therefore engaging in the sector in a way that promotes objectivity and criticality (Bottomley,

Pryjmachuk and Waugh 2018b, p. 37).

I understood how referencing was a tool for avoiding plagiarism but had not considered the reasons

why this was so important. The tutorial put it into perspective that the work I produce at university is a

contribution to academia and I will be ‘situated in the educational knowledge community’ (Bottomley,

Pryjmachuk and Waugh 2018b, p. 91). It is important to cite those who have also contributed because

they have published work worthy of recognition and I would be challenging ethical academic practice if I

were to present any part of that work as mine. The seriousness of this had not occurred to me before,

but I can appreciate now that, at any level, poor practice is a disservice to the original author and

myself. In turn, this will make me a more skilful academic writer because I will have to accurately

summarise ideas and use them to support or challenge the lines of argument I present.

Most importantly, though, I think the link between referencing and the capacity to write critically is

what I should focus on to become a more skilful reader of education. I will be able to show readers that I

have successfully applied my knowledge and carefully considered my assertions (Pears and Shields,

2019) in relation to the evidence. More importantly, the ability to use sources as a means of challenging

lines of argument or synthesising previous ideas will help me to develop my analysis and overall

evaluation (Neville, 2010). This will also be an essential long-term skill as it will help me to become a

well-rounded reader of Education.

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Overall, it was clear that correct referencing has three key benefits to improve my academic writing

and help me become a more skilful reader of education. Good referencing will indicate how my

arguments have been developed from wider reading. It is also integral for supporting me as I integrate

into the academic community and will be instrumental in avoiding allegations of plagiarism. Ultimately,

good referencing will extend opportunity for critical engagement with the question: I will be able to

build my argument with a sense of originality and credibility.

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iv. Discuss the role of research: why is it important?

As a result of the session on effective research I have started to consider the nature of the research

process and how this will be important for the study of education. The session indicated how effective

research will affect the way I approach writing assignments and the preceding planning stages.

Alongside this, it emphasised that research is the opportunity to engage with wider material and start to

contextualise thoughts within the broader field in order to improve the credibility of argument.

Ultimately, however, the central role of the research process is turning initial preconceptions into

plausible arguments and exploring knowledge as a way of advancing what we know about a subject

(Moore, 2010). In an undergraduate context this is integral to developing original responses to

assignment briefs.

Conceptualising research as a ‘process’ is key to understanding its importance because it distinguishes

it from different types of reading or learning. It is interesting to think of it as a ‘deliberative…complex

and [messy] process’ (Cohen, Manion and Morrison 2017 p. 3) and enables us to build up a justification

for our withheld views. Research is self-correcting and open for validation and scrutiny by others in the

academic community (Sharp, 2009). This constant review process is important because ideas have

potential to become more rounded and original in attempt to tackle different questions. Characterising

research as a strategic is also useful: the process is comprised of thinking and actioning processes which

are logical and well-reasoned within the remits of the question (DePoy and Gitlin, 2016). This will be

paramount for shaping the parameters for the question during the planning stages and helping us to

arrive at dependable conclusions (Sharp, 2009).

Perhaps most importantly, research is vital for building up more comprehensive knowledge and

understanding for each point a search question aims to answer. The process will provoke deeper

understanding of theories and the capacity to find relevant examples to evidence assertions, which are

central elements in devising a response. Huff (2009, cited in Cohen, Manion and Morrison 2017)

suggests that use of theories will promote comparison and analysis of data. In turn this will direct

research’s course into answering the ‘why’ and ‘how’, not just the ‘what’ of a given topic and will

supports ability to explain (Bacharach, 1989, cited in Cohen, Manion and Morrison, 2017, p. 69).

Research’s importance here is in how it can aid understanding of these theories and to contextualise

them in the rest of the field. Without a thorough process it would prove difficult to present meaningful

and analytical, rather than descriptive, work. Subsequentially, means for critical analysis in the writing

process are developed.

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The role of research also lies in the way that affirming and juxtaposing views are examined during the

process, and this is the point at which an argument will develop. The underpinning element of this is the

way that research can improve the validity of claims on either side of the argument (Walliman, 2011)

and can offer opportunity for stronger analysis. Thinking about the different perspectives and reviewing

literature will contribute to the direction of an assignment (Moore, 2010). It allows us to pursue

different lines of enquiry and access more nuanced ideas. This is important in the education sector

because there are multi-faceted views on different topics and there is constant development (Bartlett

and Burton, 2016). Therefore, carefully structured and directed research is important for harnessing

relevant ideas, which can help us to pursue and develop our understanding in the face of specific

contemporary issues.

In conclusion, the role of research is essential to direct and support lines of enquiry. Thinking of it as a

strategic and systematic process means that we can develop comprehensive knowledge, harness

theories and pursue critical analysis in our writing. This is vital if work is to be considered a valid and

credible contribution to the field. Similarly, the research process is a way of finding views which support

and challenge initial thoughts. As a result, we can validate claims and potentially confirm our thoughts in

a way which means they can credibly stand up in the sector.

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v. How has the process of using Turnitin led you to edit the piece into a final draft anddeveloped your understanding of the implications of referencing and plagiarism?

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I was really pleased with the results of my Turnitin report because after receiving feedback on my

first draft, I made it a priority to check my references and ensure I had used them correctly and

effectively in my work. Initially I was concerned with the percentage but noticed after review that

this was a result of the ‘exclusions’ listed at the bottom of the report. My quotations and references

were included in the check, so the score is not a reflection of my 500 words.

The feedback for my first draft surrounding referencing was to ensure that my in-text citations

were correctly formatted using the relevant Harvard conventions. I worked through this by checking

each citation carefully and looking to the Cite Them Right (Pears and Shields, 2019) guide suggested

by the library. Working through this made me think about the importance of consistency in the

referencing process. There seems to be variations on the Harvard template in terms of italics,

commas and use of parenthesis but the only ‘rule’ is that it must be consistent (Student Learning

Development, University of Leicester, 2009). It was interesting to see that the references on my

reference list were flagged up on my Turnitin report. They had been referenced in the same way to

lots of other student references in submitted papers, which could be an indication that I had been

able to reference correctly and consistently.

The process of putting my draft through Turnitin did raise some questions about the overall

integrity of my work during the editing process. This was because I was concerned about my abilities

to paraphrase: I wasn’t confident in my comprehension of some of the material before submitting

my first draft to my tutor. In terms of the implications of referencing and plagiarism this was a worry

because I understand that poor paraphrasing can lead to accidental plagiarism. When I was

rereading my work and checking over my paraphrasing, the work I completed could compared to

ideas ‘knowledge telling’ and ‘knowledge transforming’ as suggested by Hirvela & Du (2013, cited in

Esain, 2015 p. 4): I was making sure that my paraphrasing was accurate in line with the original ideas

(telling), but also using the information I had found to develop my point (transforming).

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In terms of editing my first draft into the final version, my tutor also pointed out that I needed to

take the analysis of one of my sources a little bit further. What this has taught me about the

implications of referencing is that it is not just a means of ‘name dropping’, but rather it is a way of

signposting into further analysis and developing the argument. When I was re-drafting it was clear

that I there was potential for me to utilise this source more effectively to improve the originality of

my point (Creme and Lea, 2008) by building on the commentator’s ideas and linking it back to the

wider theme of empathy as an integral skill for an effective educator.

In summary, there were three main things I took from this process: the idea of consistency as a

good indication of strong referencing with attention to detail. Making sure that paraphrased ideas

are solidly constructed to convey the intended meaning as well as having capacity to add something

to the argument overall. Finally, using references as a means of signposting and making room for

further analysis to improve the originality of my work.

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vi. Self-ManagementWrite a reflection on the two areas you think need the most attention during your firstyear of university.

The two self-management areas I need to focus on during my first year of university are time

management and emotional management. When I reflect on my first ‘time wheel’ [figure 1], I would

argue that the two are interlinked because I often find myself struggling with time, due to

perfectionistic tendencies and the inability to recognise and control emotions I have surrounding my

workload. Quite often this will have a substantial impact on the way that I am managing other areas

too.

I am not confident about the ways I can use my time most effectively and I think I run into all three

of the ‘big time management issues’ suggested by Moore (2010, p135): perfectionism,

procrastination and being unrealistic when planning. Of the suggestions Moore makes for the cause

of each of these shortcomings, the one I run into most consistently is that I do not know how to

realistically set expectations for myself. As a result of this I find it difficult to know what is ‘enough’:

my priority is so firmly placed with my academic work, that a lot of other aspects are made

secondary. This is something I will need to pay attention to at university because if I am not being

realistic, I will find it difficult to make reasonable progress and cope with stress. To move away from

unrealistic planning and the related sense of perfectionism it might be beneficial to concentrate on

goal setting. Actively setting well thought out (SMART) goals is one way for me to mobilise my time

and stay focused (Locke et al 1981, in Clough and Strycharcyzk, 2015). Being able to handle this

aspect of time management will help me to feel more in control (Cottrell 2013, p. 121) and capable

of achieving various tasks.

The other specific element of time management I feel needs attention at university if efficient use

of time. Again, my time wheel is an indication of this: I am spending very little time socialising and

relatively little time sleeping partly because I feel the need to be working on academic tasks.

However, within the hours that I am ‘studying’ I know that not all that time is used in the most

effective way. To overcome this, I can think about taking regular, worthwhile breaks and minimising

distractions (Cottrell, 2013). Alongside this, it could be useful to think about maximising high quality

output. I can do this by considering when I am most productive, which environments work for me

and planning my day in a way that accommodates when different cognitive functions are at their

peak (Adair and Allen, 2003). The lack of time I allow for relaxing, playing sports or socialising could

also impact efficient output because I am not allowing time for ‘recovery’. As indicated in my second

‘time wheel’ [figure 2], this is something I would like to work on. Making time for these things has

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potential to make me feel happier and more content, which could positively affect my ability to

perform better when I do sit down to work (Clough and Strycharcyzk, 2015 p. 21).

Alongside my time management it is essential that I work on my emotional management at

university. Good emotional management will mean I have the capacity to effectively reflect on the

quality of work and make allowances for myself. I will be able to take an internal locus of control and

a proactive attitude when adjusting to new challenges, meaning that I can project forward and

remain buoyant when working on different academic tasks (ahmed Shafi et al 2017).

This buoyancy will be particularly important when I am receiving feedback and taking time to

notice what I did well, as well as areas I need to improve on for next time. Currently, I find it difficult

to take the emotion out of this interaction and often see constructive feedback as an indication that

I didn’t try hard enough, or that I didn’t really understand after all. However, the key differentiation

does stand in that assessment grades and comments are meant to be seen as ‘feedback and not

personal judgements’ (Brown, Harris and Harnett, 2014), so I would do well to remind myself of the

separation. This will need attention in my first year at university because I will then be able to use

feedback as means to improve my abilities and become a better reader of education.

As a result of my reflection on two areas I need to improve during my first year of university, I can

see that I need to make the effort to carefully plan my time and leave room for thinking and

reflecting. I will need to pay attention to structuring my time in a way that is conducive to learning:

realistically setting goals and allowing priority to be relatively distributed between work and play

(Adair and Allen, 2003). To aid this process and I can consider utilising different strategies to take

control of my emotional reaction to work and improve my emotional management. I will need to use

feedback instrumentally to help me develop my confidence and identify strengths and weaknesses

in my work processes.

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S1909375 – Eleanor Macdonald Hill ES4001 A001

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vii. How do you contribute to effective group work? How could you develop this area ofyour studies?

My contribution to group work is dependent on external factors, like the context in which a group

is functioning and the dynamic I have with other members. For the purpose of this reflection I will

consider how I was able to contribute effectively in my presentation group for the module and

consider ways in which I could adapt to improve the overall effectiveness of the team.

My key priority when working in a group is making sure that all contributions are directed towards

the brief. Reflecting on this with consideration of Belbin’s team roles (Belbin, 2012) I would argue

that my primary contribution falls into the description of the ‘finisher’. I am conscientious of details

and analytical of ways in which we can improve the project to meet criteria. On the one hand this

was an effective contribution as it kept the group focused on the main purpose of the task.

Throughout the process, I was able to make suggestions for changes conducive to developing high

standards, and for this to be effective I had to be committed and offer my best efforts consistently

(Stacey, 2009).

According to Adair (1986, in Maier and Price, 2007 p. 132), this is one aspect of developing a high

functioning team. However, there are further factors that I will need to develop for this to be wholly

effective. For example, the dimension of this ‘finisher’ quality which resonates with perfectionistic

tendencies made it difficult for me to delegate more general tasks to the rest of the group because I

was intent on ensuring the ‘final touches’ were of a specific standard (Belbin, 2012). I am aware that

this could have been frustrating for other members of the team who were content with the overall

effect and could potentially consider over-astute attention to detail to be frustrating or anxiety

provoking. To reduce this feeling within the group I could think about developing my ‘teamworker’

qualities (in relation to Belbin’s definition) and focus on being perceptive of others and co-operative.

To do this I could be proactive in encouraging joint decisions, rather than accepting whole

responsibility for certain tasks.

My ability to feedback to the group fairly and objectively is another way I think I contributed

effectively to group work. I instigated a review process, whereby we presented ideas to one another

and then thought about what our next steps could be. Honey and Mumford’s (1992) model of

learning styles can go to demonstrate this further: I have a pragmatic approach, so like to see the

practical benefits of ideas for the good of the overall project and would feedback in a way that

promoted focused results. However, this was sometimes ineffective if we lost sight of the project’s

focus, could not agree on final actions based on feedback and did not want to disrupt the friendly

team atmosphere. I could develop this to be more effective by concentrating on my interpersonal

behaviour and communication with other members of the group (Maier and Price, 2007). To be able

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to do this I could think about best practices for delivering feedback as a group, such as taking the

initiative to ask questions and open up opportunities for discussion (Levin, 2004), making a pros and

cons table, or having a collectively collated list of questions that we all review. I could also reflect on

ways to be more constructive when the team in concentrating on the social dynamic, not just focus

energies on the ‘work-based element’ (Levin, 2004), as this will improve our sense of trust to share

useful feedback.

Upon reflection, I can see my ability to effectively contribute to group work relies on me

understanding my strengths and understanding how that can affect team’s performance.

Recognising this in myself and in others will help to identify where there are gaps in the team roles,

and then adapting accordingly will produce results. My main strengths are attention to detail and

having the ability to analyse and refine, which is important for keeping projects on task. However,

developing my skillset beyond this and focusing on co-operation and more collaborative

communications will help me to become a more effective team member.

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viii. Write your thoughts about the benefits of residential visits within the context ofeducation. You may also reflect on the positives and negatives of your own experienceof residential visits from your educational experience.

Residential visits within the context of education have potential to be an effective mode of

learning (Fuller et al, 2014). It Is clear, based on the module’s associated residential visit, that taking

learning outside of the traditional classroom environment creates opportunities for team building,

further engagement with current learning and means to learn by doing (Berry, 2011) as a result of

reflecting on the experiences during a visit. By examining experiences during the Oakraven

residential this piece will attempt to identify the extent of these benefits within the context of the

BA Education course.

One of the most important benefits attached to residential visits is team building. The

opportunities during the Oakraven residential to participate in activities working in smaller groups,

larger groups and as a whole class prompted individuals to adopt different roles and open-up to one

another. For example, the whole class activities of ‘most likely to’ and the ‘untangling game’

generated humour between colleagues and the ‘ghost hunting’ was a chance to offer each other

support. Resultantly this started to break down barriers and personal awareness and awareness of

other began to develop (Berger, 1991), meaning that a sense of community was established where

individuals appeared friendly and empathetic. This is particularly important in an educational

context because fostering this type of community can be vital for collaborative projects and peer-to-

peer learning (Sampson and Cohen, 2001). It is likely that, as a group, we will be better suited to

working in teams with each other and being able to offer support throughout the course.

Residential visits are also beneficial in the way that they can initiate a deeper engagement with

learning (Fuller et al, 2014). Experiences on the trip, like the scavenger hunt to Mitcheldean and

building our bug houses, were engaging because I don’t get to experience them often and they were

located in unique spaces, far removed from a classroom setting. Alongside this, the competitive

elements made me want to participate fully and enjoy the activity. However, there were some

activities that I did not enjoy on the same level and this provoked a lesser extent of engagement.

This can be likened to ideas of relevant activities evoking emotional reactions and in turn making

experiences more meaningful (Fuller et al, 2014). This is a clear indication of residential’s benefits in

the context of education. If learners can associate some genuine meaning or a good experience with

moments of learning, the likelihood of extended engagement and motivated interest could be

increased. For the specific benefit of the course, we will have experiences to draw upon when we

are seeking examples of use of skills.

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The benefit of residential visits can be extended further when thinking about the way in which

experiences will transform knowledge and facilitate learning (Kolb, 1984, cited in Beard and Wilson,

2013). The residential provided experiential stimulus for us to reflect on the new knowledge

surrounding personal development that was covered during the module, like time management,

teamwork and emotional management. As an example, working in teams to cook meals required us

to engage with the knowledge about teamwork and time management, consciously or

subconsciously, and find ways to make progress. The fact that we were able to do this could be an

indication of consolidated learning and this is beneficial for our overall understanding of the new

concepts covered in Education BA so far.

In summary, residential visits within education certainly have their benefits. They are an

opportunity to reflect on previous learning done and offer chances for new experiences to benefit

learning, or motivation to learn. Beyond this, they offer a space for colleagues to work alongside one

another and break down barriers, which is beneficial for creating a conducive working environment.

In combination these factors can go some way in supporting students to consolidate their learning

and offer room for reflection and consideration of next steps.

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References

Adair, J.E. and Allen, M. (2003) Concise Time Management and Personal Development. London: Thorogood Publishing LTD ahmed Shafi, A., Hatley, J., Middleton, T., Millican, R. & Templeton, S. (2017) 'The role of assessment feedback in developing academic buoyancy’. Assessment & Evaluation in Higher Education 43(3) pp.1-13 Available at: https://doi.org/10.1080/02602938.2017.1356265 Bandura, A. (1977) ‘Self-efficacy: Toward a Unifying Theory of Behavioural Change’ Psychological Review, 84(2), pp. 191-215. Available at: http://dx.doi.org.glos.idm.oclc.org/10.1037/0033-295X.84.2.191 Bartlett, S. and Burton, D. (2016) Introduction to Education Studies. London: Sage Publications Limited Beard, C. and Wilson, J.P. (2013) Experiential Learning. London: Kogan Page Belbin, M.R. (2012) Team Roles at Work. London: Routledge Bennett, T. (2015) Teacher Proof: why research in education doesn’t always mean what it claims, and what you can do about it. London: Routledge Berger, M. (1991) ‘BREAKING DOWN BARRIERS PART 1: INTER-DEPARTMENTAL TEAM BUILDING’ Industrial Commercial Training (23)2 pp. 24-30. Available at: https://doi-org.glos.idm.oclc.org/10.1108/00197859110135334 Berry, M (2011) ‘Learning and Teaching in Adventure Education’ in Berry, M. and Hodgson, C. Adventure Education. London: Routledge pp. 63-83 Bottomley, J., Pryjmachuk, S., and Waugh, D. (2018a) Studying for your Education Degree Critical Study Skills. London: Critical Publishing Bottomley, J., Pryjmachuk, S., and Waugh, D. (2018b) Academic Writing and Referencing for your Education Degree Critical Study Skills. London: Critical Publishing Brown, G.T., Harris, L.R and Harnett, J.A. (2014) ‘Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions and emotional responses’ Educational Assessment, Evaluation and Accountability (26)2 pp.107-133. DOI:10.1007/s11092-013-9187-5 Clough, P. and Strycharcyzk, D. (2015) Developing Mental Toughness. London: Kogan Page Cohen, L., Manion, L. and Morrison, K. (2017) Research Methods in Education. London: Routledge Cohen, G. and Sherman, D. (2014) ‘The Psychology of Change: Self-Affirmation and Social Psychological Intervention’ The Annual Review of Psychology, 65, p.336-7 Available at: https://ed.stanford.edu/sites/default/files/annurev-psych-psychology_of_change_final_e2.pdf (Accessed 12th October 2019) Cottrell, S. (2013) The Study Skills Handbook. London: Palgrave Macmillan Creme, P. and Lea M. R. (2008) Writing at University. Maidenhead: Open University Press Day, T. (2018) Success in Academic Writing. London: Palgrave DePoy, E. and Gitlin, L. (2016) Introduction to Research; understanding and applying multiple strategies. St. Louis: Elsevier Dweck, C.S. (2017) Mindset, revised edn. London: Robinson Elmore, K. (2016) ‘Encouraging Growth Mindsets’, Act for Youth Centre of Excellence. Available at: http://www.actforyouth.net/resources/pm/pm_encourage-mindset_0516.pdf (Accessed: 2nd November 2019) Esain, A. (2015) English for Academic Purposes: The Challenge of Paraphrasing. Thesis Paper. Universidad del Páis Vasco. Available at: http://hdl.handle.net/10810/21256 (Accessed: 28th October 2019) Fink, A. (2005), Conducting Research for Literature Reviews from the Internet to Paper. London: Sage Publications Fuller, M., Gilbert, L., Palmer, S. and Rose, J. (2013) ‘Active Engagement, Emotional Impact and Changes in Practice Arising from a Residential Field Trip.’ International Journal of Early Years Education, (21)1 pp. 22–38., doi:10.1080/09669760.2013.771320.

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Goatly, A. and Hiradhar, P. (2016) Critical Reading and Writing in the Digital Age. Abingdon: Routledge Honey, P. and Mumford, A. (1992) The manual of learning styles. Maidenhead: P. Honey. Jones, F. Kinman G. and Payne N. (2003) ‘Work stress and health behaviours: a work-life balance issue’ in Jones, F. Burke, R.J. and Westman, M. (eds.) Work-Life Balance: a psychological perspective. Hove: Psychology Press, pp. 185-215 Levin, P. (2004) Successful Teamwork! Maidenhead: Open University Press Maire, P. and Price, G. (2007) Effective Study Skills: Essential skills for academic and career success. London: Pearson Education UK Moore, S. et al. (2010) The Ultimate Study Skills Handbook. Maidenhead: Open University Press Neville, C. (2010) The Complete Guide to Referencing and Plagiarism. Maidenhead: Open University Press Pears, R. and Shields, G. (2019) Cite Them Right the essential referencing guide. London: Red Globe Press Sampson, J. and Cohen, R. (2001) ‘Strategies for Peer Learning: Some Examples’ in Boud, D., Cohen R. and Sampson, J. Peer Learning in Higher Education: Learning from and with each other. London:Kogan Page LTDSharp, J. (2009) Success with your Education Research Project. Exeter: Learning MattersStacey, M. (2009) Teamwork and collaboration in early years settings. Exeter: Learning MattersStudent Learning Development, University of Leicester (2009) ‘What is Critical Writing?’ Available at:https://www2.le.ac.uk/offices/ld/resources/study-guides-pdfs/writing-skills-pdfs/critical-writing-v1%200.pdf (Accessed: 22nd October 2019)Student Learning Development, University of Leicester (2009) ‘Referencing and Bibliographies’Available at: https://www2.le.ac.uk/offices/ld/resources/study-guides-pdfs/writing-skills-pdfs/referencing-bibliographies-v1.0.pdf (Accessed: 17th October 2019)Walliman, N. (2011) Research Methods: The Basics. London: RoutledgeWalkup, V. (2011) ‘The psychology of learning and education’ in Walkup, V. Exploring EducationStudies. London: Pearson Education Limited pp. 101-131University of Birmingham Library Services (2017), ‘A short guide to understanding your assignments’.Available at:https://intranet.birmingham.ac.uk/as/libraryservices/library/skills/asc/documents/public/Short-Guide-Understanding-assignment.pdf (Accessed 31st October 2019)University of Gloucestershire Library Services (2019), ‘Information Literacy Tutorial’, InformationLiteracy Tutorial: Using Information. Available athttps://digiknow.glos.ac.uk/mod/page/view.php?id=369 (Accessed 11th October 2019)

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Section 3: Reflective Essay

Identify one area you have studied during this module that you consider to be a personal strength, and one area you consider needs to be improved.

Throughout the course there have been opportunities to develop existing skills and recognise new

ones to utilise during my studies. I have identified reflective practice as a personal strength but

would pinpoint academic buoyancy as an area for improvement. There does seem to be a

dissonance between the two skills: good reflective practice should enable me to critically engage

with my thought processes and develop (Barnett, 1992, cited in Brockbank and McGill, 2007), yet I

still struggle to ‘bounce back’ from setbacks in an academic setting (Smith, 2015) and this can be

limiting when trying to decide on effective action plans. This essay will examine why I identify these

skills this way and will consider how they could be developed independently and, potentially, to

benefit each other.

Reflective practice has been an integral part of the module. Consistently thinking about my

practice as a student has prompted me to consider this as a personal strength, because I have been

able to learn from experiences and make some relevant changes. In line with the reflective model

suggested by Kolb (1984), I have thought carefully about my current abilities, challenged my

attitudes to ways of learning and adapted as a result of new theories discussed, before considering

ways to act in the future. This was relevant for the skills wheel reflection tasks (see section 2i).

Reflecting meant I had a chance to make meaning out of the experiences in the module (Rodgers,

2002 cited in Lane, 2014). This meaning-making process can help me to work more effectively

because I am adapting my cognitive processing to make links and evaluate previous knowledge

(Roffey-Barensten and Malthouse, 2014). For example, as discussed in the second analysis,

reviewing previous knowledge of critical analysis and actively seeking out ways to improve, means I

now have a deeper and more rounded understanding.

However, I would like to develop this further by concentrating on the ‘experimenting’ element of

Kolb’s cycle (1984) and be more willing to try new strategies without the worry of potential results

holding me back. The act of testing revised understanding is what will help me to break through into

deeper learning and offer stimulus for the next stage of development (Mathieson, 2015). Deeper

learning can be described as relating content to broader contexts and using links to improve overall

understanding (Rubin et al, 2016); it is this capacity to engage with concepts and devise arguments

that are conducive to learning. This was especially relevant during the residential (see section 2vii)

where I was able to test ideas, like theories surrounding teamwork, to be able to complete the

learning cycle.

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I also consider reflective practice a personal strength because I have started to adapt some

behaviours to optimise performance as a result of reflection. This has been useful when approaching

tasks like the presentation (see section vii). Identifying my strengths in this task meant I could

contribute more effectively to the team: I recognised that utilising my strong attention to detail

could benefit the result. Using this strength-based model of reflection allowed me to think more

creatively about my input and appreciate how my skills were relevant in the context (Gaye, 2011). A

way to develop this area of reflective practice could be to engage with further levels of self-analysis

and extend my critiques to thinking not just about one area, but how my understanding of certain

paradigms within education could be developed (Brockbank and McGill, 2007).

Despite actively engaging in reflective practice and attempting to think strategically about the

results of my new learnings, the fear of a failing has potential to hold me back. It has been suggested

that students who are ‘tough’ are likely to see learning in every outcome, whether it is successful or

not (Clough and Strycharczyk, 2015). However, I find it increasingly difficult to conceptualise

setbacks as tools for learning and use mistakes as a means of improving. This is a clear indication to

me that I need to develop me sense of academic buoyancy.

This became clear when I was writing about the areas of self-management (section vi). I recognised

that I will reflect on ideas and consider ways of progressing, but the emotions I attach to my studies

are limiting as they distract me from adopting reasonable strategies for change. A better grasp of

academic buoyancy would enable me to be more proactive rather than reactive in my responses to

setbacks (Martin and Marsh, 2008 p. 54). I would be able to become more action orientated (ahmed

Shafi et al, 2018) and reach reasoned decisions to move forward, rather than letting emotions

overwhelm my capacity to function. I could focus on my assessment literacy to improve my

evaluative skills against criteria or exemplars (Hawe and Dixon, 2017). By doing this I will better my

understanding of what is expected of me in an assessment and be able to move forward with more

certainty in addressing target areas.

I also consider academic buoyancy a weakness because I struggle to move on from everyday

academic setbacks with confidence. My personal judgement can be skewed by anxiety and feeling as

if I cannot take control of a situation to make reasonable changes. Turning to the 5C’s model put

forward by Martin and Marsh (2006) can help to demonstrate this. At this point in my personal

development I have established strong commitment to my studies and have found ways to co-

ordinate and plan tasks somewhat effectively. However, I am weaker at remaining composed,

feeling in control and moving forward confidently. For example, I was not confident to move beyond

setbacks we encountered during group work (section v) until they were perfectly resolved. Due to

lack of certainty about the overall quality, this ended up becoming an unproductive means of

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working. To overcome this, I will need to work on my self-efficacy and find strategies to help me

reassess my personal judgement of how well I can overcome difficulties and create effective courses

of action (Bandura, 1977).

Overall, I recognise that reflective practice is one of my stronger skills. I understand the cycle of

reflection and have already started to notice the benefits of reflecting and making action plans for

relative changes. However, my biggest limitation in the cycle is carrying out the changes with

certainty, and this, I would suggest, is due to a weaker sense of academic buoyancy. I struggle with

day-to-day setbacks and see them as a generalisation of my ability, perhaps due to lack of

confidence. I hope to improve this by focusing on self-efficacy which, in turn, will make me a more

effective and composed learner.

Word Count: 1098

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References

ahmed Shafi, A., Hatley, J., Middleton, T., Millican, R. & Templeton, S. (2017) 'The role of assessment

feedback in developing academic buoyancy’. Assessment & Evaluation in Higher Education 43(3)

pp.1-13 Available at: https://doi.org/10.1080/02602938.2017.1356265

Bandura, A. (1977) ‘Self-efficacy: Toward a Unifying Theory of Behavioural Change’ Psychological

Review, 84(2), pp. 191-215. Available at: http://dx.doi.org.glos.idm.oclc.org/10.1037/0033-

295X.84.2.191

Brockbank, A. and McGill, I. (2007) Facilitating Reflective Learning in Higher Education. Maidenhead:

Open University Press

Clough, P. and Strycharczyk, D. (2015) Developing Mental Toughness: Coaching Strategies to Improve

Performance, Resilience and Wellbeing. London: Kogan Page LTD.

Ghaye, T. (2011) Teaching and Learning through Reflective Practice London: Routledge

Kolb, D. (1984) Experiential Learning experience as a source of learning and development. New

Jersey: Prentice Hall

Lane, R., McMaster, H., Adnum, J. and Cavanagh, M. (2014) ‘Quality reflective practice in teacher

education: a journey towards shared understanding’ Reflective Practice International and

Multidisciplinary Perspectives, 15(4) pp. 481-494 DOI: 10.1080/14623943.2014.900022

Martin, A.J. and Marsh H.W. (2006) ‘Academic Resilience and its psychological and educational

correlates: a construct validity approach’ Psychology in the Schools 43(3) pp. 267-281, Available at:

doi/epdf/10.1002/pits.20149

Martin, A.J. and Marsh H.W. (2008) ‘Academic Buoyancy: Towards and Understanding of students’

everyday and academic resilience’ Journal of School Psychology (46) pp. 53-83. Available at:

doi:10.1016/j.jsp.2007.01.002

Mathieson, S. (2015) ‘Student Learning’ in Fry, H., Ketteridge, S. and Marshall, S. A Handbook for

Teaching and Learning in Higher Education. Abingdon: Routledge

Roffey-Barensten, J. and Malthouse, R. (2009) Reflective Practice in the lifelong learning sector.

Exeter: Learning Matters

Rubin, M., Scevak, J., Southgate, E., Macqueen, S., Williams, P. and Douglas, H. (2018) ‘Older

Women, deeper learning, and greater satisfaction at university: Age and gender predict university

students’ learning approach and degree satisfaction’ Journal of Diversity in Higher Education 11(1)

pp. 82-96 Available at: http://dx.doi.org/10.1037/dhe0000042

Smith, M. (2015) ‘From adversity to buoyancy’. The Psychologist 28(9) pp. 718 – 721 Available at:

https://web-a-ebscohost-com.glos.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=1&sid=cad75295-

bf12-4521-a70e-6232decb5686%40sdc-v-sessmgr02 (Accessed: 2nd November 2019)