10 Steps To Draft A Blog Outline In 10 Easy Minutes

10 Steps To Draft A Blog Outline In 10 Easy Minutes Do you swear that you do a better job writing if you don’t plan and instead, just write in the moment? You may feel  better about your writing experience when you do that, but that doesn’t make the actual writing better. When you are trying to inform or create a structured outcome from your blog post, more planning is better. Outlining what you’re about to write isn’t done the same way by every writer. Outlining, at its barest, is you knowing ahead of time the general idea of what you’re going to write. It’s the road map, the skeleton, the structure, the foundation- you take your pick. Either way, if you’re serious about blogging, some form of blog outline  process should be in your writing toolbox. The 10-Minute, 10-Step Solution For The Best Blog Outline via @JulieNeidlingerHow Blog Outlines Help In a previous post, How Planning Your Blog Content Can Help You Get More Done, I laid out an argument for planning in terms of how it can help you save time. However, planning your content with a blog outline can do more than help you save time- it can help you be a better writer. It can help you train your thought process and keep you from growing a wandering thought process. It also helps you get past writer’s block. Blog outlines are the perfect solution to prevent writer's block. #bloggingThe practicing of outlining is beyond mere planning. It’s a conscious devotion to developing an idea, logically and persuasively. One thing I find very helpful with setting up a basic blog outline, particularly for posts that I need to do a lot of research for, is that I can plug links, snippets, and notes into places on the outline and worry about writing after all the research is done. In this situation, the blog outline helps me know what to look for and what search terms to use. This is a real time saver. There are few things I dread as a writer than a random and orderless collection of research links and notes. The outline lets me write in orderly piecemeal, one section at a time. When I am done, I can go back and streamline the post as a whole so it doesn’t read so choppy. The 10-Minute Blog Post Outline Traditional outlines have a pattern: Main point Point beneath it. Second point. Point beneath it. Next main point. etc. This doesn’t look like a whole lot of fun. It looks like homework. But good news: You don’t have to follow this rather strict approach to outlining. You only have to understand the basic idea that is at work in blog outlines, and apply a flexible version to your blogging. 1. Find the Big Idea Your post isn’t a collection of main stand-alone points (unless it is a list post  of that nature), but with supported points that are related and point back to the Big Idea. If you have lots of Big Ideas in one blog post, you will have a disjointed blog post that would be better broken up into separate posts. What’s a Big Idea? It’s the thing you base your headline on. You can only have one Big Idea per post. So with outlining, you take your Big Idea (headline), break that Big Idea into a handful of Key Points, and then support those key points. What’s a Key Point? A key point is a car without wheels. It needs the rest of the wheels to go anywhere. Together, your key points lead the reader to a conclusion or place of understanding. On their own, they are merely interesting facts or ideas. So what does a ten-minute blog outline approach look like? Remember, you’re not writing the post in ten minutes, but outlining it so it is easier to write. Blog outlines are cars. Key points are the wheels. You won't move  without knowing the destination.2. Understand what the end result must be The first thing is to approach your blog post not with the actual content at all, but understanding what you want from the post. You might ask yourself: Who will be reading it? What do you want them to take from it? Do you have specific research or data that you need to include? What kind of questions does that data beg to be answered? How many ways can that data be interpreted? How many angles can that data be applied to? What call to action (CTA) will you be using? How do you structure the post so that the CTA feels like a solution to your reader? Since any one topic can go in multiple directions, it’s a good idea to know where you want to end up when you build the structure, or you won’t end up anywhere close. 3. List what you have  to mention Depending on what your goal is, there might be specific things you might have to mention. Make a list of them. For example, it might be specific data, like I mentioned in step one. Perhaps your team has gathered up various data from your website analytics. It’s up to you to decide what context you are going to give this data, but whatever you choose, you have to include it. â€Å"Jim, we’ve seen an increase in traffic ever since we changed our site’s header design. Here’s the data. We think it would make an interesting blog post.† Or, perhaps you’ve agreed to feature the infographic or some product announcement from another brand. Whatever the case, if you have a specific piece of information that has to be in the post, you need to center the post around it or it will seem awkwardly added on. Not all blog posts will make use of this step. 4. Figure out what you don’t know If you’re writing a post on a topic and there’s something you want to know but don’t, your reader will feel the same. Make a list of those questions. For example, on a post about using outlines, I might have written: Who started blog outlines? Why? What were they hoping to achieve? How many different outlining techniques are there? When shouldn’t you use an outline? Are there exceptions? I often start blog posts on topics that I’m not readily familiar with by listing questions (I’ll talk more about this in a bit). While I may not use the answers to those questions in the final post, it’s a good place to start research and structure, and you’re going to need it when you build the scaffolding of the outline. Figure out what  complementary info you don't know before you write. It builds credibility.5. Figure out what you do know Write down as headings, phrases, or singular sentences the things you do know. And by â€Å"know†, I mean the things you know as facts or the ideas you’d like to promote whether you have facts to back them  up, or it’s merely an approach you want to take to point your reader in a particular direction. You aren’t writing the post here, so keep it brief. This is only meant to help you structure things for the outline, so avoid writing paragraphs. For example, for this post on blog outlines I might write: Helps me stay on track Outlines keep logic front and center Helps you find weak points where you don’t have support Format can be fluid You won’t necessarily use all of it, but write it down. If you use brainstorming to jumpstart your ideas, some of what you discover during that process may be helpful. For example, mind mapping can reveal several possible paths a topic could take. Choose just one path to follow; with outlining, you are wrangling that broad brainstorming swath into a linear path. 6. Organize all of the lists into related groups Look at the lists you made in steps three, four, and five. It’s time to put order to that mess. Start at the top, and write down your Big Idea as a placeholder headline. It might be helpful to jot down your end goal from step two. Then look your lists, and began moving the items on these lists into groupings of related content. For example, I might look at the lists and decide there are groupings for: History of outlining What outlines do for writers How to outline Using outlines creatively Tools for making outlines I won’t necessarily use all of those sections in the final blog post. It will depend on whether it really fits with the Big Idea and end goal, as well as other restrictions, such as final word count limits. If you’re selling an outlining tool to your reader, for example, they may not really care about the history of outlining and you’ll want to cut that copy so as not to get in the way of copy pointing to a sale. Combine what you know, don't know, audience's needs, and what you want to cover in your outline.If you find a grouping that is made up of only one item, get rid of it. It’s going to be too weak to stand on its own, and it clearly doesn’t fit the Big Idea very well because there was nothing else it paired with. When you do form groupings, you start to see how almost any blog post has the capability of being long-form or short-form, depending on what you decide to do in the next step. 7. Create summarizing headings Now that you’ve grouped all of your potential content, give each grouping a heading that summarizes what it’s about. This isn’t likely to be the heading you use in the final post. It’s mainly meant to be helpful in deciding what stays and what gets cut, and how to write that section. 8. Reorder and cut the heading groups Start to order your groups in a way that fits logically, flowing down from the Big Idea into your end goal. You might want your blog post to persuade, to sell, or to inform. You may want to present your information in terms of cause-and-effect, problem-and-solution, or compare-and-contrast. You can do so much with how a post ends up simply by what you do in this step. If you get the arrangement correct, when you write the post, you’ll stay on the path. Outlining helps writers stay on point and stay focused. If you don’t cut material that doesn’t fit, your outline is loose and will lead you astray. 9. Refine each heading group At this point, you should have a pretty good idea of what your post is going to be about. You have your Big Idea, and you have the sections of copy that will support that big idea topped by a guiding heading. By arranging the groups earlier, you committed to an angle. Rework the headings to help you, the writer, write copy to that angle. Again, this is likely not the final heading the reader sees, but one that gives you direction. Your final heading might be "The 10-Minute Blog Post Outline System", but the one you used while writing it might have been "The Basics Of Outlining". 10. Start writing your draft At this point, you’re ready to write the post. You know where you’re headed, you know where you will end up. You know specifically what you need to research, and where to dump that research back in your draft. You know that your own ideas are where they should be and you don’t have to worry about forgetting to include them. An outline like this will make much better use of your time. The 10-Minute, 10-Step Solution For The Best Blog OutlineWhy I Use This Approach To Outlining Outlining should be like cartilage: strong but flexible. It should provide support, but be malleable enough to adjust it to different blog post scenarios. I don’t use every step every time. But I do use the steps listed above in some form. Most blog posts I write are often assigned topics, and not on what I’m writing from â€Å"gut feelings.† This outlining approach where I gather what comes to mind (what I know) and what I need to find out (what I don’t know) has kept me from writer’s block every single time. I don’t always magically feel inspired, but I do know this process will help me do the work. How To Prevent Writer's Block With A 10-Step Blog Outline SystemEssentially, this outlining system helps you embrace the questions you have about something, instead of fearing the fact that you don’t know a topic. And then this method gives you a system to help organize that along with the ideas that pop into your head. Sometimes, as I’m researching a section, a thought comes to mind that I simply couldn’t have come up with until I started researching. Because I have an outline at work for the post, I simply drop that thought into the section it belongs and come back to it later when I work on that section. This approach is flexible enough to allow for thoughts that occur to you along the way. In other words, you can keep making use of the blog outline until you no longer have to. Put it to work, you can learn a lot by dissecting the work of others. Find a few blog posts you enjoy, or posts of yours that you think were either successful (or not). Break them into outlines. See if you can spot what technique is at work (or not at work). If the post is well-outlined and it reads well, mimic the approach in your next blog post. How Will You Write Your Next Blog Outline? Outlining, particularly for long-form blog posts, is a necessary part of your process. It gets a bad rap because we think of outlining as what we learned in school, full of Roman numerals, numbers, and letters. In reality, it’s about organizing information into groupings and finding the best linear arrangement of those groupings. The end result of creating a blog outline before writing your blog post is making you a better writer, and making your writing better for your reader. The best part? You can do it all with right in our custom editor, or even connecting your Google Docs or Evernote with the workflow you already rock for creating awesome content.

CFCs,Ozone Depletion and the Ozone Hole Assignment

CFCs,Ozone Depletion and the Ozone Hole - Assignment Example These CFCs rise up to the atmosphere, destroying the layer. The chlorine atom of a CFC reacts with an oxygen atom of the ozone molecule, resulting in two molecules of oxygen. The ozone is destroyed. An important long-term effect of the destruction of the ozone layer is a rise in the ultraviolet radiation near the earth. This in turn is a reason behind rising skin cancer, degrading of several substances like plastics, paints and fabrics, and reduced yield of major crops. It was reported by the Environmental Effects Panel in 1991 that the consequences of â€Å"a sustained 10% loss of ozone† would be a 26% rise in the occurrence of non-melanoma skin cancers (Anderson, Sarma and Sinclair, 31). A 1% loss would result in an increase of 100,000 to 150,000 cases of cataract-induced blindness throughout the world. The resulting rise in ultraviolet radiation would be responsible for a rise in the occurrence of melanoma. It was due to such drastic consequences that the Montreal Protocol was set signed by 24 nations on 16th September 1987 (Maunder 38). According to this Protocol there has to be a reduction in the consumption of CFCs by particular amounts, which would greatly reduce the degree of damage

Action Assignment#3 Assignment Example | Topics and Well Written Essays - 500 words - 1

Action #3 - Assignment Example They energize their goals, missions and visions to doing the best always. Leaders become more determined than ever in changing the society for the better. My name is Majed. I worked for eight years as a high school teacher of Arabic. The Ministry of Education provided me with a scholarship to study leadership at the University in the United States in order to gain the experience necessary to further my career. To be honest, the course has helped me a lot in growing as a leader. I learnt different values of leadership from the course which were lacking in my life. One of these values I learnt is the significance of responsiveness. I have applied responsiveness in different fields of leadership and the end result has been pleasing. Currently, I am the president of the American Youths for Change whereby I have enabled many young people abandon drug abuse. As a leader, I have motivated thousands of youths to pressurize their political leaders to become responsible. I have also staged numerous leadership seminars in both locally and internationally. In these seminars, I have been able to preach the importance of accountability to young leaders. This is due to economic stagnation which has affected many countries. Ideally, my dream is to see a corruption free world where leaders uphold the responsibility bestowed to them by their people. As a leader, I also dream to see a world where the rule of law is respected and a society where the opinion of every citizen counts. I also want to see a society where leaders have moral values and integrity. This will allow we the citizen have trust and hope in our government. As a leader, I want to leave a good legacy as someone who changed the society in a positive manner. I want to create a change in the society for the growth of my people. This is because I strongly believe that any standing society today has a possibility of dying. I want death to be alien to my society. My efforts to inspire the society have been rewarded.

Philosophy of Science Essay Example | Topics and Well Written Essays - 500 words

Philosophy of Science - Essay Example Secondly, his ideas on scientific imperialism are viewed as being important in the argument against science. There have been numerous studies showing that the use of science in the societal setting has not always been advantageous. In fact, there are some studies that show that scientific legitimacy was used to establish unnecessary and unpopular initiatives on populations. Thirdly, conflicts arise between well- established scientific theories leading to confusion in their interpretation and application. He states that Newtonian perspectives on the concept of gravity were rebellious as it went against Galileo’s beliefs. This shows that science is simply an ideology that society should be shielded from (Feyerabend 65). Historians support Feyeraband’s claims by stating that prominent scientists in the past including Galileo would probably oppose the modern day science. According to Feyerabend, science should be reformed and it should also be less authoritarian. Science is a treasured source of knowledge and should not be contaminated with ideologies of different kind. All ideologies should not be taken too seriously and if possible, it would be beneficial if it was read as fairytales. Science should be formally separated from the state just as the church is separated from the state. Science may be influential to the society but only within the limits in which the political and other pressure groups are permitted to exert influence on the society. Science is not a closed book but it is an intellectual discipline where examination and criticism of ideas can be done by anyone. The organs of state should therefore not hesitate to reject or criticize the scientific inventions when the need arises (Feyerabend 61). The consequence of the view, as I see it, would be that the government should not be allowed to fund scientific research. This is because, when allowed to interact with research, past examples have shown that governments are

Pact Analysis And Prototype Design Information Technology Essay

Pact Analysis And Prototype Design Information Technology Essay The given report is based on the PACT analysis and prototype design for an interactive system. In respect to this, the paper introduces an initial non-functioning prototype interface for the interactive system for the selected design problem. The design problem selected for this interactive system is scenario 2. This problem is related with getting information about visiting places and eating, as in this city, Emily has faced problem in accessing expert knowledge and using Google maps mainly because of unavailability no local leaflets, paid advertising links, etc. As such, the design report reflects the PACT analysis and includes observations supporting this analysis. Further, it also includes secondary research as well as reflects feedback for initial design. All in all, an interactive system design for this design problem will be helpful in giving effective and relevant knowledge to the visitors about visiting and eating. PACT analysis is defined as a user requirement document that is used for a more detailed design brief. This analysis is a way of reflecting about people, activities, content and lastly technology (PACT Analysis). Each and every element of this analysis would be quite helpful in developing an effective interactive system that supports the users in accessing the local map. People reflect cognitive with physical characteristics, language, culture, etc. and other aspects. Activities indicate about actions and tasks including activities that support the new design. The third aspect is the context to use focuses on information about environment with acceptability of new design in relation to social, legal and ecological. Lastly, technology focuses on current technology and future technology to asses the problem in existing technology and type of technology, which will be used to solve out this technical issue. In relation to the given design problem, PACT analysis is conducted to make the information accessible to visitors. People: In this activity, people involved are senior team members, IT engineers having a good knowledge about hardware and software technical areas, graphic and interactive design experts and research team. There is a special requirement for IT experts and research team as both affect the designing of the interactive system. The special requirement for Information Technology (IT) expert is due to the reason that they have possessed a practical technical knowledge about software and hardware. Research team members have great domains in programming, visual design and cognitive psychology. The age range for each and every person involved is different. For the senior team members, the age range is in between 35-50 years. They can play a decisive role in building an interactive environment through solving behavioural issues. All in all, senior members can build up a good coordination among the members to effectively communicate ideas. Further, team members between 20 and 30 include those, who have innovative ideas and support in completing the tasks. IT engineer, graphic engineers and research team members are between the age range 30 and 45. In developing an interactive system, they can support in the designing of prototype and non-functioning prototype interface. In the current scenario, language is a great issue as visitors have faced problems in assessing the local knowledge due to unfamiliar language. Activities: To design an interactive system, the users have to perform activities that furnish long and in-depth information to the visitors. Additionally, they have to design a system in such an effective way that not only supports the visitors in searching local knowledge about the worth visiting and eating through providing database, but also works as a tool that freely intercommunicates knowledge to the visitors. Those activities must possess special characteristics like system should be easy to use, fast, and efficient. The new design will support in completing the activities like designing of interface, which is self teaching and also assists in gaining access to relevant and worthwhile information. Context to use: The features of the current context are that the presentation of local knowledge was not good in this city. Besides that, the system is not quite fast and effective with which it could be easy to assess the information. The environment would be stressful as the existing system was not responsive to the needs of the users. The new system needs to be used quickly through providing training in relation to the technical issues and ways to implement and maintain. In the designing of an interactive system, it is a must to focus on the needs of society, so that the society can be able to accept this system. For the new design, ecological and social acceptability affects the system at a great extent as both play a vital role in making the system user centric. Current technology: Technology is one of the determinative areas of concern as it directly affects the system design. Currently, notice and language are used as technology to respond to the needs of the users in a fast and efficient way without focusing on its ease to use. All in all, the current technology to serve local knowledge is mainly based on the systems functionality instead of visitors needs. This is a major problem in the current technology. Besides that, the current technology does not reflect the local attraction in the station and thus; visitors have faced a great problem in knowing places for visiting and eating without any guide. Future Technology: To solve this problem, the technology that could be used must focus on the users needs and also possess the characteristics of easy to use. Furthermore, books and signs are an effective technology that could be applied to cope with this problem as this will be helpful for the users in accessing knowledge about the local attractions of the particular city. Hardware helps the visitors that are looking for new attractions through informing and assisting in searching worth visiting places, whereas; software helps in making the database of local attractions in a city and also maintaining the speed and efficiency. This technology might provide opportunities like easy to access information within few minutes. Besides that, this technology might also give information about local attractions on mobile phone at low costs. For offering more functionality in the new system, new technology like books and signs might give an opportunity to attract number of visitors and also mee t visitors needs by assisting in keeping away the problems related to access expert knowledge. Observations supporting the PACT analysis Based on the above discussion about PACT analysis, it is inferred that this analysis is a quite effective tool with which it could be easy to assess information in a more detailed form. Besides that, it is also reflected that PACT analysis not only focuses on the specific requirements, but also indicates key point that are quite essential for evaluation. For instance: information about people helps in knowing people involved in the tasks. Furthermore, I have learned that for designing an interactive system, this analysis is highly effective as this helps in realizing the current situation and also reflects the areas for improvement, so that the new system can easily cope with the perceived problem. All in all, it is realized that PACT analysis is an effective tool to understand the users needs and amend the system according to the users acceptability. From the observations supporting the PACT analysis, it is learned that in this rapidly changing technological world, it is a must for an interactive system design that each and every aspect including people, activities, context and technology is properly assessed. With this, it would be easy to design a system that gives local knowledge of what is worth eating and visiting in a particular state. In addition to this, these observations will support in assessing the required changes that make the user interface effective in respect to functionality and users needs. Overall, PACT analysis is a tool for cooperative research, which acts as computer-aid-engineering for sharing and developing design model automatically. In the same concern, it is also observed that PACT analysis for an interactive system should also consider the communication as this meets out the issues like speed and bandwidth. In addition to this, observations will greatly assist the web designers in knowing about the users context, goals and tasks that directly lead in supporting the PACT analysis. With the observations, it could also be easy to assess whether the design prototype assists the goals and tasks in an effective way (Sharp, Rogers and Preece 2008). All the given observations in relation to the support of the PACT analysis were quite useful as they helped in getting relevant information about activities, context and technology. In response to the observations, the design visualization will add such a technology that gives a full and clear picture of area for improvement and also focuses on usability that makes visualisation easy to understand. Besides that, I will add more pictures, maps, signs, etc. as well as apply design strategies related to user interface. To make design visualisation effective, we will add all types of analyses including users, requirements and tasks. Thus, it is inferred that PACT analysis for an interactive system must be human centric, so that the required information can be easily extracted by the users. Secondary research Secondary research is one of the effective researches with which it could be easy to find out the solutions in context to the chosen scenario. This is because potential solutions linking with such issues are already reflected by other researchers. In helping the design of an interactive system, secondary research is quit useful as this research gives detailed information about the tourism and environment in context to the ecological, cultural, economic and language issues. Besides that, in design/visualization, secondary research will help in finding out the user requirements that are essential to design interactive system. In this context, Jones and Greene (2000) state that in the interactive system design, it is a must to foster creative perception, users and use context. The interesting idea that helps in developing the design is We view good system design as a three-legged stool. The legs are: 1) Understanding of technology, 2) Understanding of the users and the context in which the system will be used, and 3) A creative insight (Jones and Greene 2000). This means that a good system design is highly based on the proper knowledge and understanding of the users and technology as this is the only means to provide local attraction information to the visitors. It is also assessed from secondary research that for an effective design/visualisation to provide a guide to the tourists, it is a must to focus on the computing technologies with wireless infrastructure in order to provide the required information about the worth visiting sites. In support to this, Cheverst et.al state that The system combines mobile computing technologies with a wireless infrastructure to present the city visitors with the information tailored to both their personal and environmental contexts (Cheverst et.al). With this, it is analysed that for developing an interactive system, technology should be related with the users requirements. To make the design effective, another interesting idea proposed by Wober (2003) is that the designing of interactive system has to be supported with a marketing decision support system to assess the information about the prevailing users demand and current technology (Wober 2003). . Based on the above reflected potential solutions for the selected scenario, it is inferred that secondary research is good means as this research refers to the information that has been collected and properly analyzed by other researchers in context to the same issue. Feedback on the Design Visualisation In respect to the design visualisation, most of the users have reflected that this is a good system through which users can easily access the information of local destinations as this not only provides them with the database, but also helps them communicate in relation to various issues related to environment. This system would help in getting information about the worth visiting and eating sites, so that visitors can spend their time and money in an efficient way. As per their feedback, they would expect to see mobile networking with which they can access information on global maps on their mobiles at a lower cost. After looking at visualisation, most of them have the same question that whether this system is easy to use and will be helpful in fulfilling their needs. In response to the feedback, I would like to focus on all key dimensions such as technology, context and users. In addition to this, I would like to change the technology such as books, pens, notices, etc. to make the s ystem easy to use for the visitor. Besides that, I will implement mobile networking to change the design as most of the potential users highly require this technology in the interactive system.

Fate Playing a Role :: English Literature Essays

Fate Playing a Role The Way Fate Plays a Role in the Characters of Shakespeare’s Romeo and Juliet and Macbeth There are many definitions for the word fate. The definition of the word fate in the New Webster’s Dictionary is a power that supposedly predetermines events. Also fate means something that is unavoidable. It is meant to happen and cannot be changed. According to Shalvia, the tragic story of Romeo and Juliet has a sense of cruel fate in it. (510). In Shakespeare's Macbeth and Romeo and Juliet, fate plays an important role in the lives of many of the characters in the story. One site of fate in Romeo and Juliet is when Romeo finds out that Rosaline has sworn never to marry. This hurts Romeo a lot and he suffers. Then Romeo is told to go to the Capulet’s house for a party by a clown. Many times in the play the two families have to confront each other in situations. Their first encounter that is seen in the play is after the prince has come to stop the chaos on the streets after being told of the quarrels going between the two families. The two families pay for their quarreling at the end of the story. (Shakespeare â€Å"Romeo and Juliet† 31) Even though the families are fighting, Romeo happens to be invited to the party at the house of the enemy. This is nothing but pure fate. Benvolio tells Romeo to find a different girl and forget Rosaline. Benvolio tells Romeo this to convince him to go to the party: At this same ancient feast of Capulet’s sups the fair Rosaline, whom thou so loves, with all the admired beauties of Verona. Go there and with unattainted eye compare her face with some that I show, and I will make thee think thy swan a crow. (Shakespeare â€Å"Romeo and Juliet† 46) In the quote Benvolio is trying to tell Romeo that there will be other beautiful girls at the party that he can compare their looks with Rosaline’s and he says that Romeo will realize there are better girls than Rosaline in the world. Romeo ends up going to the party and seeing Juliet, which is also fated. Romeo could have fallen in love with any girl at the party. But would the other girl have died for him and made the story meaningful like it is.

Continuing Personal and Professional Development Essay

In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V – please see appendix 1 . b) Skills and knowledge audits – please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The ‘Concrete Experience’ is the ‘doing’ component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed ‘common-sense reflection’. However how can this be analysed? – It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice – ‘Abstract Conceptualism’. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the ‘Abstract Conceptualisation’ stage then form the basis for planned changes – ‘Active Experimentation’. ‘Active Experimentation’ then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and rev iew to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning – , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) ‘Experiential Learning experience as a source of learning and development’, New Jersey: Prentice Hall Moon,J. (1999) ‘Reflection in Learning and Professional Development Theory and Practice’, London: Kogan Schon,D. (1991) ‘The Reflective Practitioner How Professionals Think in Action’, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12