Artifact 1- Critical Reflection
Artifact 2- Mentorship
The critical reflection artifact was chosen because an educator ought to apply critical thinking skills during interaction with students as well as the public; thereby demonstrating the ability to synthesize complex information. Before embarking on this course module I did not know what critical reflection was all about. I learnt that it involved thinking, but thinking which goes beyond merely conceiving a thought to engage in events without processing information. It is self- reflection and how one’s actions can affect another as well as carry long term consequences.
We were given situations to reflect upon during the course. One case study offered related to a commander in chief that had to evaluate the behavior of the squad. They refused to carry out orders. This was at a time when they were out in a foreign country alone together in the enemy’s territory. Nonsensical thinking would allow the commander in chief to discipline them, which might have been the correct response to their intolerable behavior critical reflective thinking would inform the commander in chief that he could be killed by the squad with no one to tell the truth about his demise.
Hence, the lesson is that while a decision might be legally right it may be critically wrong. It was further explained that many people ‘die right’ at the right of way going ahead when a crazy driver refuses to stop at his side of the road. Even though you may have the right of way critical reflection would tell you to stop anyway, because it could save your life. These are some critical lessons learnt from this module. I know that I have mastered the skill of reflective thinking, which I enjoyed very much.
I choose mentorship because it provided the framework for me to practice important teaching techniques towards demonstrating the ability to synthesize complex information. This module helped me realize that complex information come from complex people in complex settings. Maruta, Rotz and Peter (2013) studies pertaining to ‘Setting up a structured laboratory mentoring program’ drew my attention to the science of mentoring (Maruta, Rotz & Peter, 2013).
These researchers highlighted the fact that mentoring ought to be contained within a laboratory framework. It is designed that adaptations become relevant to learners’ culture; socio-economic dispensation; heritage and misfortunes. Opportunities were afforded the class to mentor adults with complex information regarding to what their learning needs were. We designed a protocol encapsulating a laboratory of activities that would help them synthesize complex information within their context of life.
Maruta, T. Rotz, P., & Peter, T. (2013). Setting up a structured laboratory mentoring program.
African Journal of Laboratory Medicine, 2(1), doi: 10.4102/ajlm.v2i1.77