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Unit 5

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Unit 5

Uploaded by

lilskit4life
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Question 1:

1. Description

● Definition: A clear image of the event that happened and in full detail.

● Contribution: Provides context for the reflection, ensuring the reader understands the

situation (Gibbs, 1988). A thorough description sets the stage for readers to dig deeper.

2. Analysis

● Definition: Examining the experience to uncover patterns, elements and other underlying

factors to he description.

● Contribution: Encourages critical thinking by exploring causes and the effects. This

stage links personal experience to theoretical frameworks or real-world implications,

which in the end makes reflection more meaningful and deepened (Kolb, 1984).

3. Personal Insight

● Definition: Sharing how the experience affected emotions, thoughts, or behavior.

● Contribution: Enhances authenticity and emotional connection, demonstrating how the

writer has grown or changed as a result of the experience (Moon, 2004).

4. Connections to Theory or Goals

● Definition: Integrating academic theories, professional objectives, or life goals with the

experience.
● Contribution: Adds depth by linking personal experience to broader concepts, bridging

the gap between theory and practice (Schon, 1983).

5. Action or Future Planning

● Definition: Identifying lessons learned and outlining steps for improvement or future

actions.

● Contribution: Makes the reflection actionable, emphasizing growth and continuous

learning (Johns, 1995).

Question 2:

Starting college later in life was a daunting prospect for me. I was plagued by fears of

inadequacy, failure, and being out of place among younger peers. Yet, as I reflect on my journey,

I see how I overcame this fear through self-awareness, critical thinking, organization, and

perseverance. This experience has been transformative, teaching me lessons I will carry

throughout my life.

Self-Awareness

When I first considered returning to school, I was acutely aware of my fear of being

judged for starting later in life. I asked myself difficult questions: Why do I feel this way? What

is holding me back? I realized that my anxiety stemmed from internalized societal expectations

rather than actual limitations. Acknowledging this allowed me to focus on my own goals rather

than comparing myself to others. Self-awareness helped me shift my mindset from fear to

determination, reminding me that education has no expiration date.


Critical Thinking

Critical thinking played a crucial role in dismantling my fears. I evaluated the potential

benefits and challenges of returning to college. On one hand, I knew earning a degree would

open doors to better job opportunities and personal growth. On the other, I anticipated struggles

with balancing coursework and other responsibilities. By analyzing these factors, I concluded

that the rewards far outweighed the risks. This logical approach gave me the confidence to take

the first step.

Organization

Once I decided to enroll, I knew that organization would be key to my success. I created

a detailed schedule that balanced work, classes, and family responsibilities. I also researched

resources such as tutoring centers and study groups to ensure I could keep up with the

coursework. This structure not only reduced my anxiety but also empowered me to tackle

challenges proactively. Staying organized gave me a sense of control over my academic journey.

Supporting Evidence

One pivotal moment in my journey was receiving positive feedback from a professor on

my first major assignment. The assignment required extensive research, a skill I hadn’t practiced

in years. When my professor praised my work, it was evidence that my fears were unfounded.

Similarly, connecting with other adult learners who shared their success stories reinforced my

belief that it was never too late to pursue higher education.

Reflection
Looking back, overcoming my fear of going to college later in life was one of the most

rewarding challenges I have faced. It taught me resilience, self-reliance, and the value of

continuous learning. My journey has also inspired others in my life to consider pursuing their

own goals, regardless of age. My story is a testament to the fact that it is never too late to chase

your dreams.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Brookes

University.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and

development. Prentice Hall.

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice.

RoutledgeFalmer.

Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Johns, C. (1995). The value of reflective practice for nursing. Journal of Clinical Nursing, 4(1),

23-30.

University of Cambridge. (n.d.). Reflective practice tool kit.

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