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    Writing Reflections A Good Example As On VUC

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    Shen Xi
    The document provides guidance on writing reflections using the DIEP (Describe, Interpret, Evaluate, Plan) model and referencing sources using the Harvard style. It includes an example reflection that follows this format. The reflection describes forming groups in class, interprets the purpose of diverse groups, evaluates the group formation process, and plans the student's approach as a group member. It references two sources in-text and in a reference list at the end.

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    Writing Reflections A Good Example As On VUC

    Uploaded by

    Shen Xi
    32 views4 pages
    The document provides guidance on writing reflections using the DIEP (Describe, Interpret, Evaluate, Plan) model and referencing sources using the Harvard style. It includes an example reflection that follows this format. The reflection describes forming groups in class, interprets the purpose of diverse groups, evaluates the group formation process, and plans the student's approach as a group member. It references two sources in-text and in a reference list at the end.

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    Writing reflections a good example as on VUC

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    The document provides guidance on writing reflections using the DIEP (Describe, Interpret, Evaluate, Plan) model and referencing sources using the Harvard style. It includes an example reflection that follows this format. The reflection describes forming groups in class, interprets the purpose of diverse groups, evaluates the group formation process, and plans the student's approach as a group member. It references two sources in-text and in a reference list at the end.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    32 views4 pages

    Writing Reflections A Good Example As On VUC

    Uploaded by

    Shen Xi
    The document provides guidance on writing reflections using the DIEP (Describe, Interpret, Evaluate, Plan) model and referencing sources using the Harvard style. It includes an example reflection that follows this format. The reflection describes forming groups in class, interprets the purpose of diverse groups, evaluates the group formation process, and plans the student's approach as a group member. It references two sources in-text and in a reference list at the end.

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    Writing reflections

    An example of a good reflection

    The reflection tasks in IBC are intended to assist you in articulating your understanding of the
    learning activities covered in class. You need to describe the activities / experiences, and
    ALSO use the readings for this Unit to reflect on the activity and your experience of it. Your
    reflection should be written following the DIEP model (see below).

    You need to use a minimum of two references in your reflection and include a short list of
    these at the end of your reflection. Both in-text references and your reference list need to
    follow the Harvard style of referencing. Use the VU Library Harvard style guides to manage
    this.

    Below is an example of a good reflection. It follows the DIEP model and uses Harvard style
    accurately to manage the references.

    Each of the sections of this reflection are identified using the DIEP model.

    • Describe (What happened? Describe the event, activity or experience)


    • Interpret (Why? Interpret the significance or impact of the events in the learning
    process)
    • Evaluate (What you feel? Evaluate what you have learned or experienced.)
    • Plan (How will you apply this knowledge in the future? Make links to your future
    career)

    Sample reflection

    Today in IBC, we were put into the groups that we will work with for the rest of the
    semester. This was done by categorising ourselves into group roles through the help of a
    quiz. The quiz told me I am a thinker, but a lot of the possible results were close. We
    then were asked to state our role, what course we are studying and what mark we hoped
    to achieve in this unit. Then, we were left to form groups compromising of people with
    an even balance of these three things. We did this because one of the aims of the subject
    is to teach us to be able to work in groups, so that we possess this skill when we
    graduate. Being able to work in a team is of very high importance as we will be required to
    do this once we are out in the workforce, because teams have proven to be a good way of
    improving the effectiveness of organisations (Williams & McWilliams 2010). The reason for
    this particular team selection process was to ensure that all teams had a diverse make up, and
    that team selection was not just based on friendship. We will not be able to chose who we
    work with in the workplace, so it is important that we gain the ability to work with whomever
    we are thrown together with.

    I thought that the team selection process was fair and reasonably effective in creating a
    diverse team. I say reasonably, because I found that my group isn’t quite made up of
    different roles. The quiz was helpful in the way that it gave us an idea of which group
    role we are most suited to, but it turned out that a lot of people got the same results, so I
    think that as a result of that, not all teams will have a completely even mix of roles.
    Otherwise, I think the selection process was good, as it has put me in a group with
    people I don’t know, and it has given me a real sense of what a work team might feel
    like in the workplace. My plan for the way I will go about working in this group is to
    hopefully have an opportunity to experience each team role, but to also focus on a leadership
    role. When our group formed, I found that we were going down the common road of
    searching for a sense of direction and a strong leader (Tyson 1998),so I would like to step up
    and try that role. Having said that I will be very open to trying other roles, and having other
    people lead as my real goal for this unit is to learn and experience as much as possible.

    Reference List

    • Tyson, T 1998, Working with groups, 2nd Edition, Macmillan Education Australia,
    South Yarra.
    • McWilliams A, 2014, MGMT, 2nd Asia-Pacific Edition, Victoria Cengage Learning.

    (This reflection was created the unit co-ordinator).

    Preparing for Reflection 1

    Questions you can ask yourself to help you prepare for writing the first reflection. (If you are
    not sure of the answers, ask them during your class).

    What is the reflection about?

    • Look at the heading. What does that mean?


    • Look at each of the requirements / instructions for what you need to do. How much of
    your reflection will be about each of these? (e.g. will you spend 100 words talking
    about your expectations and 100 words explaining and evaluating the team selection
    process? Or will it be 60% and 40% or vice versa? Or….)

    What do you need to include?

    • Why are you being asked to “use theory”?


    • What does the theory consist of? Where does it come from?
    • What does that theory add to your reflection?

    For this reflection…

    • What information needs to be supported by, or refer to a theory? Where will you get
    that information?*
    • (Hint: what have you been asked to read this week and in the previous weeks?)

    Acknowledging your sources


    • How do you manage the reporting / use of theory in your reflection? If you use other
    people’s ideas / theories, what do you have to include in your writing?
    • (Hint: For each resource / source of information you refer to, you need to indicate in
    two places in your writing some details about each resource.)
    • Where can you find more information about how to acknowledge your sources?

    Submitting your reflection

    • How and where do you submit your writing?


    • Online via Assessment dropbox VUcollaborate….. ?

    In summary . . .

    Here are some steps you may find useful to consider in the process of completing this task:

    • Identify what you are required to do for this assessment task (consider making a list in
    point form) and how to submit the assessment task
    • Understand the characteristics of reflective writing and the DIEP format
    • Read and think about the topic
    • Brainstorm your response to the topic
    • Organize these ideas into a plan (remember DIEP format)
    • Looking at your plan, find appropriate ideas in your reading which relate to or support
    your point of view. Record intext references in your plan.
    • Write a first draft
    • Edit
    • Write another draft . . .
    • Upload into the dropbox as instructed in the Unit Guide

    Other resources for reflective writing

    Reflective journal http://emedia.rmit.edu.au/learninglab/content/reflective-journal

    On this page you can:

    • Work through the short tutorial on reflective journals.


    • Look at the handout with descriptions of the differences between essays, reports and
    reflective journals

    Reflective journal sample http://emedia.rmit.edu.au/learninglab/content/reflective-journal-


    sample-example

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