Read carefully and understand on the definition of Articles, its content types, format and important
points and following the examples given from page 110-141. write the assignment given below:
1. The neighborhood where you live has no trees but only concrete buildings of houses and
shops. As a student who is well aware of the importance of trees, write an article entitled.
"Grow more trees for a healthy and beautiful environment."
Answers
Answer:
bigg Boss vi ho fi go go go go go
Answer:
Objective: To introduce the process of journal writing to promote reflection and discuss the techniques and strategies to implement journal writing in an athletic training education curriculum.
Background: Journal writing can facilitate reflection and allow students to express feelings regarding their educational experiences. The format of this writing can vary depending on the students' needs and the instructor's goals.
Description: Aspects of journal writing assignments are discussed, including different points to take into account before assigning the journals. Lastly, various factors to contemplate are presented when providing feedback to the students regarding their written entries.
Clinical Advantages: Journal writing assignments can benefit students by enhancing reflection, facilitating critical thought, expressing feelings, and writing focused arguments. Journal writing can be adapted into a student's clinical course to assist with bridging the gap between classroom and clinical knowledge. In addition, journals can assist athletic training students with exploring different options for handling daily experiences.
Keywords: reflection, pedagogy, education
As athletic training students progress through their education, instructors hope that their students have time to not only retain but also to reflect on the knowledge learned. Reflection has been defined as a process regarding thinking about and exploring an issue of concern, which is triggered by an experience. 1 Leaver-Dunn et al 2 stated that reflection distinguishes expert practitioners from their peers. An expert clinician uses information from previous experiences as well as the insights gained from the reflective process to improve decision-making ability. As students progress through their education, they must practice, enhance, and habitually use their reflection skills. Leaver-Dunn et al 2 stated that athletic training educators should seek to facilitate a student's reflection. Although many strategies exist to promote this process, one teaching method that has been used to encourage reflection is journal writing. 3–11 The purpose of this article is to discuss journal writing as a pedagogic technique to promote reflection. I first briefly discuss the process of reflection and the research related to journal writing and then offer strategies for implementing journal writing in an athletic training education curriculum.
PROCESS OF REFLECTION
Once a student has knowledge and becomes proficient at a skill (ie, evaluating an ankle injury), that student possesses knowing-in-action. 12 Knowing-in-action refers to the “know-how” a practitioner reveals while performing an action. Simply put, the practitioner shows competency, or that he or she knows how to perform an orthopaedic assessment, by displaying the appropriate actions. Knowing-in-action assists a student except when a familiar routine produces an unexpected result. Take an example of a senior-level student who has performed various patellofemoral examinations but, during a recent evaluation, had inconclusive results. A student in this situation can become very frustrated. When students come across a new situation such as this, it would be beneficial for them to reflect-on-action, or reflect on that experience after it has happened. Unfortunately, more often than not, no time is designated for students to engage in the activity of reflection. Athletic training educational programs are encouraged to not only foster knowledge in students but also to cultivate reflection to enable our students to learn from past experiences.
An expert practitioner experiments on the spot with previous data or engages in what is called reflection-in-action. 12 Reflection-in-action occurs when an individual reshapes what he or she is doing while doing it. Students, who do not possess an array of previous experiences from which to draw, are not able to reflect-in-action as can skilled practitioners. We hope that as they progress through their education, students will learn to practice, enhance, and learn to habitually use their reflection-in-action skills. Although many strategies exist to facilitate reflection, one teaching method that has been extensively used is journal writing. 3–11 The examples of the reflective processes cited above refer to Schon, 12 but interested readers can also consult Powell 13 and Mezirow 14 for additional processes.