individual critical reflection

in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">individual critical reflection Order Description Course Outcomes: 1 Practice various designated roles within" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a group experience. 4 Set group goals for both task and social actions. 5 Demonstrate effective communication practices within" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a group. 9 Use effective decision-makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and problem-solvin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing strategies in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a group. 10 Practice evaluatin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a group. What is Critical Reflection? The goal of reflective thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is to try to learn more about ourselves and our work by considerin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing thoughts, feelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings and actions. The goal of critical thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is to try to evaluate ideas by determin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing how they fit with the concepts, ideas and theories expressed by others. Therefore, to be critically reflective, you must first describe your thoughts, feelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings and experiences and then evaluate them based on the learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing achieved through this class and course theory (textbook). Critical Questionin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Effective discussion of experiences will utilize probin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing questions such as: ·What did you do? Why did you do it? ·What did you say or otherwise communicate? ·What actions did you or others take? ·Who was in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">involved? When did it happen? Insightful evaluation of yourself and your experiences occurs by askin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing questions such as: ·What actions should/should not have been taken and why? ·Was it an easy or difficult task, why? ·In what ways did you acquire skills? How did your skills add to the diversity of the group? ·How did/will you change your approach after new in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">information and experiences were presented to you? ·How did this experience differ from your in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">initial expectations, why? Requirements: Write a critical reflection research essay that addresses each of the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing areas. All discussions must use termin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inology appropriate to the subject of group dynamics; have clear support from course materials, and the textbook. A.Discuss your personal journey with your group throughout this course. How do your experiences follow theories learned in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in class? Which ones? Why? B.Which strengths do you have that support your ability to be a good team member? Why? C.Identify three ideas or concepts described in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the textbook that are areas for personal improvement. In your discussion of why you chose these areas, address (i) how change in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in these areas will affect group dynamics and (ii) how you can implement these changes in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your approach to future group work both within" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in, and outside, the confin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines of school. Format: · APA@Conestoga for font, margin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins, title page, headin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings, citations in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in text, and references ·Length 4-6 pages, not in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">includin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing title or reference pages ·Submitted as a PDF file on eConestoga Submission Details: ·Due on the date detailed in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the course Instructional Plan. ·Late submission penalties: o1 – 23 hours late will result in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a maximum grade of 55% o24 hours late will result in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a grade of 0.