Reflection on Learning: Situations, Strategies, and Lessons

This presentation provides a reflection on the learning experiences of a student, focusing on situations faced, strategies implemented, and lessons learned throughout a course. The student identifies challenges such as difficulty in note-taking, participating in discussions, and time management. They describe specific situations, such as struggling with assignments due to lack of notes, hesitating in discussions, and completing assignments at the last minute. For each situation, the student outlines an improvement strategy, such as making regular notes, actively participating in discussions, and managing time effectively. The presentation details the planned versus actual approaches, the effectiveness of the strategies, and their relevance to the course, including how the strategies can be implemented regularly. The presentation concludes by highlighting the importance of reflection in learning and critical thinking, and how analyzing experiences can inform future actions. The presentation is supported by a bibliography of relevant academic sources.

Slide 1
The assignment presents the reflection of the situations faced and the experience during the
lessons learnt related to the course. The reflection is considered as a type of process which
includes self evaluation and it mainly help to look closely to the actions (Costa & Kallick,
2009). This project provides the information about situations faced and the strategy that are
implemented to improve the actions.
Slide 2
I planned to identify and collect the lessons learnt in the end of the 4th and 5th week. I planned
to involve professors, teachers, lecturers and the colleagues in the process of gathering
lessons are they are key people who can help me. I planned to document the lessons using
the formal templates, maintaining lessons learnt logs, mentoring, coaching and reflective
journals (CDC, 2006).
Slide 3
In actual, I identified and collected the lessons learnt in the end of the 11th and 12th week of
the course. I involved lecturers, professors, colleagues, and guest faculties in the process of
gathering the lessons. I documented the lessons through facilitated workshops by using
formal templates, reflective journals, mentoring / coaching and by using categorization aids
(Woods, 2013).
Slide 4
I think that I find it difficult to capture the lessons because of the lack of the structure of the
learning. I had not adopted any kind of structure. This gave rise to inability to document notes

I feel that having no library made it difficult for me to collect the information relevant to the
lessons.
I was difficult for me to make notes from other source due to the unavailability of the library.
Slide 5
The first situation that I faced was that - in the 6th week, the lecturer assigned an assignment
with a deadline of 15 days. When I started doing assignment, I was not having notes of
lessons relevant to assignment. This is because I had a habit of not making notes of lessons. I
find it difficult to do the assignment
This situation made me feel angry and frustrated. From this situation I learnt that making
notes of important topics during lessons is important to establish the easiness in completing
the assignment and read the notes later.
Slide 6
The improvement strategy I developed for the situation is making notes on the regular basis
of the important topics during the lessons for recollecting the information while doing
assignment (Northern College 2018).
The effectiveness of the strategy can be measured by the grades obtained by completing the
assignment.
The developed improvement strategy is achievable as I can make notes and understand the
lessons provided by the lecturer in an easier manner and can also revise the lessons and can
also solve the assignments.
The strategy developed is relevant to the lesson as it will help me to complete my assignment
on time and will also help me to study for the exams.
I will implement the strategy regularly during the lessons (Elliot 2013).

Slide 7
Reflection is the process that helps in learning through the experience and helps in critical
thinking for understanding the processes (Clare Pheasey, 2014). It helps in identifying – what
has happened? Who was involved and where did the actions happen? Through the analysis, it
also helps in developing the strategy for the future actions (York-Barr, Sommers, Ghere, &
& Montie, 2001)
Slide 8
The second situation I faced was that - it was difficult for me to take part in the discussion
session and ask queries to lecturer. I hesitate to state my opinion and ask for the doubts in
front of others.
This situation made me felt helpless and angry.
Through reflecting, I learnt from the situation that clearing out the doubts and take part in
discussion is important to establish the understanding about the topics and reduce the
hesitation (Purdue University Fort Wayne, 2018).
Slide 9
The improvement strategy for the situation is - to establish the clarity, I will ask for the
queries and put efforts to take part in the discussion during the lessons. .
Measuring the working of the strategy through the development of the ability to take part in
discussion and communicate with the lecturer and the colleagues in an easier manner
This strategy is achievable as I can develop ability to communicate and take part in
discussion
This strategy is relevant to address lesson as I will be able to present by views and
communicate through regular practices.

I will implement this strategy in every discussion session and communicate with others.
Slide 10
The third situation that I faced was - I mostly do my assignments at last moment. In the 7th
week, the professors assigned a project and asked to submit by 9th week. I had not started the
assignment till the starting of 9th week. On 4th day of 9th week, I started doing my assignment
and had not completed some of the topics.
This situation made me felt stressed and unhappy.
Through this situation I learnt that it is important to manage time and start completing the
assignment early.
Slide 11
The improvement strategy for the third situation is to manage time so that the assignment can
be completed on time.
The effectiveness of the strategy can be measured through completing the assignment a day
before the date of submission.
This strategy is achievable as I can manage time and can implement the skills to manage
time.
This strategy is relevant to the addressed lesson as it will assist in reducing burden of
completing assignment at last moment through managing time.
I will implement the strategy from the day the assignment assigned.
Slide 12
 The presentation helped in comparing planned and actual measures for lessons
 This presentation assisted in analyzing situations faced and reflecting them.

 The improvement strategy for the situations is developed to reduce problems during
lessons learnt.
Bibliography
CDC. (2006). CDC Unified Process Practices Guide. Retrieved from www2a.cdc.gov:
https://www2a.cdc.gov/cdcup/library/practices_guides/CDC_UP_Lessons_Learned_P
ractices_Guide.pdf
Clare Pheasey. (2014). 4) Critical reflection. Retrieved from cpheasey.wordpress.com:
https://cpheasey.wordpress.com/dapp-assessment/4-reflection/
Costa, A. L., & Kallick, B. (2009). Learning and Leading with Habits of Mind. ASCD.
Elliot, P. (2013). Why Time Management is Important for Student Success at School.
Retrieved 2018, from learningworksforkids.com:
http://learningworksforkids.com/2013/11/why-time-management-is-important-to-
your-childs-success-at-school/
Northern College. (2018). Writing a Lesson Plan. Northern College.
Purdue University Fort Wayne. (2018). The Process of Reflection. Retrieved from
www.pfw.edu: https://www.pfw.edu/offices/celt/for-new-faculty/the-process-of-
reflection.html
Woods, L. (2013). Conducting Lessons Learned-Toolkit & Templates. Retrieved from
www.managingamericans.com: http://www.managingamericans.com/business-
templates/Management/Conducting-Lessons-Learned-Toolkit-Templates.htm
York-Barr, J., Sommers, W., Ghere, G., & & Montie, J. (2001). Reflective practice to
improve schools. Retrieved from www.usask.ca:
https://www.usask.ca/education/documents/fieldexperiences/tools-resources/focus/
four-steps-reflection.pdf