write a essay Pre-subject reflection
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NotesonPeer-to-peerfeedbackon1stpartofSelfreflectiveportfolioAssign31.pptxNotes of first part of Reflective Portfolio (Assignment 3)
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21937 Managing Leading and Stewardship
Self-reflective Portfolio
Why a self-reflective portfolio?
Several studies in management education, and postgraduate education generally, have provided strong evidence that reflective learning is one of the most critical and powerful components to lifelong learning. Research has shown that when students are asked to keep journals the impact of learning is far greater, richer and rewarding- this is especially so when approached creatively and symbolically [through art for example].
You are doing a self-reflective portfolio because it will facilitate your learning in a way that how you think and what you think is influenced by what you learn. Typically, what you know usually affects what you do. Hence, the portfolio aims to bridge the gap between what you think and what you do (i.e. Theory and Practice or the Knowing-Doing Gap), while at the same time developing and improving the knowledge and how it is applied.
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Pre-Subject Reflection
A draft pre-subject reflection on student’s main assumptions and expectations on the subject including tensions students have identified in their experience with
managing,
leading,
Stewardship
Reflect on your expectations from the subject, particularly on what you expect/hope to learn in this subject and why this is relevant for you. Reflect on what you are not sure about regarding the topics of managing, leading and stewardship, and any contradictions you have experienced/are aware of in relation to these topics. Connect this discussion to your personal and professional experiences if possible.
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Peer assessment of Pre-Subject Reflection
Task: Exchange your draft reflective portfolio with a peer. Peer feedback is to be given based on the criteria used for assessment of Assignment 3 (see slide6 and refer to document with supplementary information on assignments on UTS Online).
Choose a peer within your team (if your team has an odd number of participants you can work in a group of three).
Exchange your draft portfolios, read and provide feedback to each other.
Deadline for the peer assessment: 12/4
Note: you don’t have to bring a copy of your portfolio to class
Rules of giving feedback:
always give constructive feedback;
do not provide personal criticism or be patronising;
providing feedback should allow the other person to learn from your views so it is important that they trust your judgement and feel you have their interest at heart.
Some clarifications
There are no right or wrong ‘starting positions’: you will not be assessed on whether your initial thoughts and positions on leadership and stewardship conform with some ideal standard (i.e. you won’t receive extra mark if you say that you were already practicing stewardship!)
The assessment is based on your capacity to describe and analyse your ‘taken for granted’ views, understanding their pros and cons and reflecting on how you developed them.
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Marking criteria for assessment 3
Pre-subject reflection (max 2 pages) – 10 marks
Overview of main assumptions about managing, leading, stewardship
Statement of expectations on the subject
Identification of key areas/topics related to managing, leading, stewardship that are of concern to the student or create tensions
Mid-subject reflection (max 2 pages) – 10 marks
Depth of thinking and reflection (inside knowledge communicated and contemplated intra-personally): How well does the student demonstrate his take up of new knowledge in the class? Does the student think about how well his existing knowledge is working for him in his everyday practice, and what needs to or has changed in terms of his thinking?
Transference (inside knowledge applied outwards): How well does the student show that s/he is able to integrate the knowledge learned in class and apply it into practice? Does s/he provide well thought out examples?
Perceptions and interpretations (outside environments turned inwards): How well does the student demonstrate an ability to read his/her environment and make sense of it with his/her newfound knowledge? That is, what signs, symbols and stimuli catch his/her attention and how is s/he making sense of these things.
Post-subject reflection (max. 2 pages) – 10 marks
Depth of thinking and reflection (inside knowledge communicated and contemplated intrapersonally): How well does the student demonstrate his development during the subject? What has changed? What hasn’t changed?
Transference (inside knowledge applied outwards): How well does the student show that s/he is able to integrate the knowledge learned in class and apply it into practice? Has the student developed own action-guiding principles?
Perceptions and interpretations (outside environments turned inwards): How well does the student demonstrate an ability to read his/her environment and make sense of it with his/her newfound knowledge? That is, what signs, symbols and stimuli catch his/her attention and how is s/he making sense of these things
Individual action-guiding principles (max ½ page) – 5 marks
Demonstration of in-depth understanding of student’s role in society
Demonstration of a genuine commitment to realistic individual action-guiding principles and examples of how these will guide the student’s judgements and actions in the future.
½ page of reflection on received peer feedback needs to be included at the end of the portfolio - no marks allocated but reflection MUST be submitted; otherwise the portfolio won’t be marked
TOTAL MARKS = 35
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