Reflective Essay on the learning developed during the teaching block and relationship to
the future learning and career prospects
Teaching block is flair of teaching where tutorials, lectures and other methods of teaching are
delivered in an intensive block. Teaching block refers to any arrangement where the teaching is
spread over a time period of 6 months or less. In other words, some says it is actually a semester
system approach of graduation. The conventional approach to the delivery of a full-time course
of study comprises 15 weeks of student learning and assessment, with students studying for 4
courses at any one time. Teaching activities are uniformly spread throughout the first 12 weeks,
typically with 3 to 4 hours of student/staff contact per week (average 3 for the management
subjects and 4 for science and engineering subjects). Assessment is undertaken after 12 weeks of
learning. This approach of teaching block is defined as conventional learning or conventional
teaching. Sometimes, as short as 1 week and student learning is compressed, typically with
students studying only one course at a time. There are two categorize for teaching block.
Category 1 refers to a true block teaching model, reflecting tested and preferred pedagogies and
appropriate to the teaching profile, with the teaching forming an integrated element of a wider
learning strategy enabling students to complete the required learning for a course (Subject to
approval of the studies committees as part of the standard approval of a new program). On the
other hand category 2 implies conversion of an on-campus delivery model, adopted for another
environment (in-company training programs; another campus), subject to approval prior to
implementation.
Reflective learning is a form of education in which the student reflects upon their learning
experiences. A theory about reflective learning cites it as an intentional and complex process that
recognizes the role of social context and experience. It is a way of allowing learners to step back
from their learning experience, helping them to develop critical thinking skills and improve on
future performance by analyzing what I have learned (Brockbank, A. and McGill, I., 2007).
Reflective learning is the process of internally examining and exploring an issue of concern,
triggered by an experience, which creates and clarifies meaning in terms of self, and which
results in a changed conceptual perspective. I suggest that this process is central to understanding
the experiential learning process (Boyd et al., 1983).
, Teach
Practise
Reflective Self-
Cycle assess
Consider
Figure 1 Reflective learning
Preparation for next teaching block
Not all schools adhere to the same scheduling systems. Between the wide arrays of online
schools to traditional schools, there are different possibilities within education for how to
manage students and teachers time. In order to get ready for the near-term, I must undertake
some considerations in mind. Some of the most notable are:
Promote cooperative learning
I prefer smaller group study because its collaborative learning can take place more easily. This
method helps teachers to take advantage of smaller group lessons more frequently. Therefore,
helping others in study is actually self-preparation of subjects.
Quality time
Teachers will see fewer students over the course of the day. This means that I must build closer
bonds with teachers and also with the students and get to know their individual learning needs
more deeply.
the future learning and career prospects
Teaching block is flair of teaching where tutorials, lectures and other methods of teaching are
delivered in an intensive block. Teaching block refers to any arrangement where the teaching is
spread over a time period of 6 months or less. In other words, some says it is actually a semester
system approach of graduation. The conventional approach to the delivery of a full-time course
of study comprises 15 weeks of student learning and assessment, with students studying for 4
courses at any one time. Teaching activities are uniformly spread throughout the first 12 weeks,
typically with 3 to 4 hours of student/staff contact per week (average 3 for the management
subjects and 4 for science and engineering subjects). Assessment is undertaken after 12 weeks of
learning. This approach of teaching block is defined as conventional learning or conventional
teaching. Sometimes, as short as 1 week and student learning is compressed, typically with
students studying only one course at a time. There are two categorize for teaching block.
Category 1 refers to a true block teaching model, reflecting tested and preferred pedagogies and
appropriate to the teaching profile, with the teaching forming an integrated element of a wider
learning strategy enabling students to complete the required learning for a course (Subject to
approval of the studies committees as part of the standard approval of a new program). On the
other hand category 2 implies conversion of an on-campus delivery model, adopted for another
environment (in-company training programs; another campus), subject to approval prior to
implementation.
Reflective learning is a form of education in which the student reflects upon their learning
experiences. A theory about reflective learning cites it as an intentional and complex process that
recognizes the role of social context and experience. It is a way of allowing learners to step back
from their learning experience, helping them to develop critical thinking skills and improve on
future performance by analyzing what I have learned (Brockbank, A. and McGill, I., 2007).
Reflective learning is the process of internally examining and exploring an issue of concern,
triggered by an experience, which creates and clarifies meaning in terms of self, and which
results in a changed conceptual perspective. I suggest that this process is central to understanding
the experiential learning process (Boyd et al., 1983).
, Teach
Practise
Reflective Self-
Cycle assess
Consider
Figure 1 Reflective learning
Preparation for next teaching block
Not all schools adhere to the same scheduling systems. Between the wide arrays of online
schools to traditional schools, there are different possibilities within education for how to
manage students and teachers time. In order to get ready for the near-term, I must undertake
some considerations in mind. Some of the most notable are:
Promote cooperative learning
I prefer smaller group study because its collaborative learning can take place more easily. This
method helps teachers to take advantage of smaller group lessons more frequently. Therefore,
helping others in study is actually self-preparation of subjects.
Quality time
Teachers will see fewer students over the course of the day. This means that I must build closer
bonds with teachers and also with the students and get to know their individual learning needs
more deeply.
