Personal Skills Flashcards
Brief description of self awareness
Recognising yourself separately to the environment and others
Brief description of personal skills.
Knowing what skills you have and how it can benefit the class
Brief description of goal setting
Setting smart goals as a guide to improve
Brief description of decision making
Deciding what to do or not to do
Brief description of time management
Preparing and planing base on time to be efficient
Brief description of commitment
Ability to follow or stay with group or idea
Brief description of reflection
Looking back on a task and learning from past experiences
Brief description of monotoring
Anticipating the problems and challenge you will face. Observing skills to manage situations
Brief description of flexibility
Being able to adapt to new situations. Able to comprise to resolve an issue.
Brief description of self appraisal
Analysing your own skills and qualities. Recognising strengths and weaknesses.
Give 3 ways observation can be improved.
Listening skills
Watching people behaviours and responses.
Asking and thinking about questions.
Define analysis
Breaking down info into parts and seeing how the parts work together.
Define evaluation
The process of assessing the competence of our work in terms of effectiveness and outcomes
What are some ways to receive feedback in a positive way?
Listen to the feedback and summarise
Agree on same context
Be open to receiving feedback
5 things feedback should strive to be.
Descriptive Relevant Current Specific Positive and constructive
Within self/peer/group evaluation what are some benefits of participating?
Promotes learning, critical thinking, evaluation
Increases awareness or perceived levels of ability
Increase responsibility
Improve skills
What are 4 ways to analyse yourself?
Video
Performance rating/checklist
Personal reflection
Interview
What is the likert scale and what is it attempting to show.
Is an ordered, one dimensional scale in which individuals chose one option that best aligns with their view.
Explain the level of reflection.
Reacting
Stating your feeling about the event or experience. Positives and negatives.
Explain the level of reflection.
Elaborating
Comparing your reaction to events and experiments you have had and relating this to a value that is important to you.
Explain the level of reflection.
Contemplating
Thinking about alternative ways of doing things. Form new goals, work out training methods and ask how attitudes values and beliefs fit in.
What is the difference between structured and unstructured interviews.
Structured- specific questions in a particular order. All individuals being interviewed. Q&A encourage detailed answers.
Unstructured- more complex and require more skill. Similar questioning. Changed based on how interview is going.
Define experience
The knowledge or skill gained as a result of doing. Ongoing past and preset experiences
Explain experimental learning
Learning by doing combined with reflection about that learning.
Explain the experimental learning process.
Models for understanding the process of learning.
Personal feelings
Experience is important
Learning is an ongoing process
List the 6 experiential education principles
Direct and planned experiences. appropriate activities. Decision making and consequences Reflection to internalise change. Responsible for learning Teachers only assist people facilitating the process.
5 stages of kolbs experiential learning process.
Experiencing Reviewing Concluding Planning Transfer of learning
Explain stage 1 of kolbs model
Experiencing
Participants learn from specific experiences.
Explain stage 2 of kolbs model
Reviewing
Participants make careful observations prior to making judgements. Communicate and learn from experiences.
Explain stage 3 of kolbs model
Concluding
Participants draw logical conclusions from past and recent experiences and add feedback.
Consider patterns of learning
Modify goals.
Explain stage 4 of kolbs model
Planning
Participants applies new learning and aims to perform skills better through using new or different approaches
5 stages of Joplin’s learning cycles
Focus Action Support Feedback Debrief
Explain 1st stage of joplins model.
Focus.
Focuses the learners attention on task.
Plan, prepare, Study, research and set goals.
Explain 2nd stage of joplins model.
Action
Used previous learning to take on task.
Use their senses and take responsibility for performance
Explain 3rd stage of joplins model.
Support
Group members and teachers provide security and caring manner.
Motivates students to learn
Explain 4th stage of joplins model.
Feedback
Adequate feedback about efforts and achievements ensures students have information to be able to move ahead.
Explain 5th stage of joplins model.
Debrief
Articulate and recognise what was learnt.
Define facilitation
Setting scene to enhance individuals experiences and provide opportunities to change and grow.
List guidelines to improv facilitation
Group position- eye contact with each Time- based on mood and maturity One person speaking at a time Non violent behaviour Challenge by choice Responsibilities Commitment to expedition Role clarification Ethical issues
