Personal Reflection. Administrators should complete this sheet (and attach others if necessary) before the October meeting with the Superintendent.
Personal Reflection. The student reflects on and record their strengths and areas for personal or professional growth as well as identify the methods through which they learn best. Each internship focuses on four (4) of eight SLOs. Two SLOs are required: 1) ethics and professionalism and 2) oral and written communication. The student and site supervisor chose the remaining two SLOs to focus on (see below). In total, students will focus on four (4) different SLOs. Together, identify three (3) specific and measurable learning activities that lead to the development and maturation of each the four SLOs.
Personal Reflection. The thesis writing experience was challenging at the same time thought-provoking and interesting for me. I discovered the power of deep thinking and analyzing while choosing the study topic while reading a variety of articles, organizing the data, and writing the thesis itself. Interaction and consuming only valid and reliable information have become part of my identity as a scholar. It helped me to make informed decisions and avoid misinterpretation in every aspect of my life. Interviewing participants also taught me how to effectively communicate with people to get rich data. It also showed me the art of interviewing people and its important nuances that should be taken into account, such as asking open-ended questions, active listening, and understanding social trends. The whole journey of writing a thesis showed me what it is like to be a researcher and a possible career path in academia. The art of writing itself can be an extremely valuable experience and skill and I am willing to mention two aspect of writing: clarity of thoughts and self-expression. When we place our thoughts into writing, we are compelled to arrange them and place them into a logical and cohesive structure. Additionally, this process of writing is challenging, it is endless activity and there is no limit to perfection. On the other hand, as for self-expression, I learned to convey my thoughts, feelings, and ideas through writing. People who write for therapeutic purposes often gain a deeper understanding of themselves and their circumstances. As we see writing can be beneficial beyond the academic life and have a positive impact on personal life as well. I am very grateful for this challenging and fulfilling experience which gave me the opportunity to be part of academic life and the journey of self-knowledge. I am filled with gratitude for that noteworthy achievement that shows my expertise of a certain subject and my capacity for contributing to the academic discourse.
Personal Reflection. This study represents my first experience in conducting an empirical investigation, and it has provided a valuable learning opportunity. Prior to this study, I had a general idea of what research entailed, but conducting a qualitative investigation revealed the unexpected and significant data that could be gathered from participants. The investigation's focus on teachers' perceptions and experiences of using the flipped classroom approach proved important, as it led to changes in my own practice, motivated me to further work with the approach, and provided insights into potential improvements in its implementation. In addition, the study is significant because it sheds light on the implementation of the flipped classroom approach within the context of Kazakhstan. My work on this dissertation also facilitated the development of research skills. I learned to locate literature from various sources, gather data from participants, critically analyze the data, and present findings to an audience. Furthermore, the investigation highlighted the potential positive impact that teachers can have through conducting research in areas where improvements are needed. The most valuable thing that I have understood through doing this research is the fact that policymakers are not the only stakeholders who can effect change; teachers, as individuals working closely with students, can also make a difference. I hope that this investigation will contribute to the improvement of the education system in secondary schools in Kazakhstan. Xxxxxxxxx, X. (2021). The students attitudes' toward the flipped classroom strategy and relationship to self-learning skills. Journal of Education and Learning (EduLearn), 15(3), 450-457. Xxxxxx X. X., Xxxxx X.X., & Xxxxx X.X. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134–142. xxxx://xxx.xxxxx.xxx/stable/jeductechsoci.19.3.134 Xxxx, X. (2014). Student views on the use of a flipped classroom approach: evidence from Australia. Business Education and Accredidation, 6, 33–43.
