Running head: PART II, REFLECTION PAPER
Part II, Culminating Activity Reflection: Reflection Paper
Delain Hayes, Jr.
Southwestern College
Author’s Note
Delain Hayes, Jr., Graduate Student, Southwestern College.
Delain Hayes, Jr. is now enrolled into a graduate program pursuing a Master’s
Degree of Education in Curriculum and Instruction. The program consists of 11
graduate courses totalling 33 credit hours starting with the first course, EDUC 540,
Creating Community in the Classroom.
Correspondence concerning this article should be addressed to
PART II, REFLECTION PAPER
Abstract
This paper concludes a culminating activity: a reflection of the Southwestern College
graduate course, Creating Community in the Classroom, course number EDUC 540.
It is part two including personal reflections on the 12-week course.
After a brief introduction, this paper relates personal learning experiences to tenets
learnt about (Kagan) cooperative learning including experiences, recalled, during the
completion of a six-part lesson plan, a required objective, of the EDUC 540 course.
(Part one detailed six lesson plans on gaining employment or enrolling into college.)
Keywords: college admission essays, commonly misspelled words,
cooperative learning, cover letters, covering letters, groups, kagan, management,
managing, functional skills, employable skills, transferable skills, college admission
essay, resume, dress-for-success, dressing for success, job interview, college
interview, 30-second elevator speech, job/career fair day, college fair day,
recruitment, job/employment recruiters, college recruiters, collegiate recruiters.
PART II, REFLECTION PAPER
Part II, Culminating Activity Reflection: Reflection Paper
Introduction
How does one sum up the experiences gained during a fast-paced, 12-week
course? He or she ‘pays it forward,’ by recalling them in a paper helping future
students and faculty understand what transpired during the period. This paper follows
suit, as it will recall my personal learning experiences relating them to Kagan’s
cooperative learning including knowledge gained while completing a six-part
thematic unit on using transferable skills and functional skills to either gain
employment or matriculate into higher education.
Personal learning experience
Personal learning experiences were deep. I could relate to and identify with the
four crises happening in the States, today. What particularly struck a chord within me
was the need to impart employable and functional skills into the students, today, as
the nucleus of family structure has change, immensely, over the past 30 years. The
two-parent family has changed, significantly, equating to less (and less) responsible
supervision and interaction occurring for the youth that are growing up in today’s
society. This has come at a price: loss of social skills, cultural tolerance, ethical
behavior, transferable-skill development, etc.
I was a latchkey child, as both my parents worked; so, my brother and I kept inside
locking the door until our dad came home from work. My extended family was not
close, so I grew up on a combination of teachings from my parents, and TV. Without
the interaction of family, relatives, and the local neighbourhood, social skill
development was lacking. This course helped me see that giving insight into
improving team-based skills within me. Once light is shed on an issue, half of it is
solved, in my opinion. This insight was profound for me, as I learnt more about
PART II, REFLECTION PAPER
myself. By helping myself, I can, in turn, help others. This experience will help me
be a better educator. So, I am thankful for this experience.
Cooperative learning
Cooperative learning, and Kagan’s ‘spin’ on it, was new to me. I had to pick up
his concepts as the course progressed from week-to-week throughout this 12-week
period. It was an enriching and nourishing time for me adding additional tools and
techniques to use in the future. There was a profound thing I read in our textbook,
Kagan’s cooperative learning: teachers must fill the gap in providing skills that
students were lacking in. This affected me deeply, as I realized the gravity of
responsibility an educator had cultivating minds with structured content. Interaction
and collaboration formed the hub to unlocking minds and helping them grow/mature.
The act of building safety into the learning environment helped cement growth
allowing students to express themselves, in aims of learning. These factors, and
others, helped me see the positive and lasting effects a good, structured system can
have on students absorbing its contents.
I was really pleased about learning the cooperative learning system through the
Kagan group’s lenses. Other related thoughts on this course, in relation to, Kagan
structures and cooperative learning, were the importance of ensuring lesson plans are
in accordance with the CCSS. I was impressed and astounded to find out American
educational experts standardized curriculum development throughout the States
making standards and policies consistent throughout the 50 states of America.
This standardization made me really excited to try team-based activities, especially,
after learning more about the Kagan cooperative learning system.
Completing the project
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It really ‘clicked’ for me when we began writing, and completing, six lesson plans
in the Kagan system, in the form of structures. The ‘doing’ held more weight for me,
as I gained a great deal from developing lessons the Kagan way. It helped me see
how the content, cooperative learning, all related to itself building concept and
strategic upon one another building a cohesive web of knowledge. Now, I can adapt
this knowledge to my teaching style to deliver qualified, and in-depth curricula to
future students/trainees.
Admittedly, the ‘doing’ had me at breaking points during the course… I
wondered, at times, if I was up to the task, at hand, but endured and persevered
gaining knowledge and depth during this stretching period. And, I gained confidence,
as a result, of this experience.
Summary
How does one sum up what he or she has learned? He or she recalls actions that
led him or her to a conclusion: finishing an assignment. What motivated this writer to
recall personal experiences? A sense of duty to ‘pay it forward’ imparting knowledge
and understanding onto the next student. Also, this insight gives future faculty
teaching this course to make enhancements, as they see fit, to improve the learning
experience for future course takers.
PART II, REFLECTION PAPER
References
Lesson plan one: List 25 common misspellings
Conley, D. (2008). What makes a student college ready? Retrieved from
http://www.ascd.org/publications/educational-
leadership/oct08/vol66/num02/What-Makes-a-Student-College-
Ready%C2%A2.aspx.
Ask.com. (n.d.). What does the term “.net” mean? Retrieved from
http://www.ask.com/technology/term-net-mean-16329b181c62edb9#.
Author unknown. (n.d.). What internet address endings mean. Retrieved from
http://web.csulb.edu/~ttravis/tutorialinfo/BlackStudies/address-ending.html.
Verisign. (n.d.). How to get online: domain name system. Retrieved from
http://www.verisigninc.com/en_US/domain-names/online/domain-name-
system/index.xhtml.
Verisign. (n.d.). What does .com mean? Retrieved from
http://www.verisigninc.com/en_US/domain-names/com-domain-names/what-
does-com-mean/index.xhtml.
Worcester-Tang, T. (n.d.). Student learning journal template. Retrieved from
http://tammyworcester.com/wp-
content/uploads/2014/02/514ba7957c27495fe3fab844e534cf16.png.
http://tammyworcester.com/student-learning-journal-template/.
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan
Publishing; pp. 14.6, 14.13-14.15.
Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
from http://www.edpsycinteractive.org/topics/cogsys/bloom.html.
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Note: I could not find an actual reference for the pre- and post-surveys I adapted from
an evaluation form; but, I’ve attached two documents, Healthy Living Program
Facilitator’s Guide, dated 16 August 2007, and HLP Evaluation form, also dated
8/16/2007. The guide contains information on the evaluation form, on page 19, and
has references on its last page, on page 20.
Lesson plan two: Skills discovery – identify and categorize
University of Kent. (n.d.). What are the top ten skills that employers want? Retrieved
from http://www.kent.ac.uk/careers/sk/top-ten-skills.htm.
The Isle of Wight College. (2015). What are functional skills? Retrieved from
http://www.iwcollege.ac.uk/information/what-are-functional-skills/.
Conley, D. (2008). What makes a student college ready? Retrieved from
http://www.ascd.org/publications/educational-
leadership/oct08/vol66/num02/What-Makes-a-Student-College-
Ready%C2%A2.aspx.
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan
Publishing; pp. 14.6, 14.13-14.15.
Doyle, A. (n.d.). What is cover letter? Retrieved from
http://jobsearch.about.com/od/jobsearchglossary/g/coverletter.htm.
Dressing for success: how to dress for an interview. Retrieved from
http://jobsearch.about.com/od/interviewsnetworking/a/dressforsuccess.htm.
Mt. Hood Community College. (2009). Purpose of a resume. Retrieved from
http://www.mhcc.edu/StudentServices.aspx?id=2164.
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Cambridge Dictionaries Online. (2015). Job interview, definition of. Retrieved from
http://dictionary.cambridge.org/dictionary/business-english/job-interview.
The College Board. (2015). College Interviews: Practice Questions and Strategies.
Retrieved from https://bigfuture.collegeboard.org/get-in/interviews/college-
interviews-practice-questions-and-strategies.
College fair checklist: get the information you want. Retrieved from
https://bigfuture.collegeboard.org/find-colleges/how-to-find-your-college-
fit/college-fair-checklist.
Author unknown. (n.d.) The 30 second elevator speech. Retrieved from
http://sfp.ucdavis.edu/files/163926.pdf.
WiseGeek. (2015). What is a career fair? Retrieved from
http://www.wisegeek.com/what-is-a-career-fair.htm.
Lesson plan three: Creating cover letters or college admission essays
Doyle, A. (n.d.). What is cover letter? Retrieved from
http://jobsearch.about.com/od/jobsearchglossary/g/coverletter.htm.
Hansen, R. (n.d.). Writing the Successful College Application Essay: Tips for
Success. Retrieved from
http://www.quintcareers.com/college_application_essay.html.
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan
Publishing; pp. 11.9, 14.6, 14.13-14.15.
20 Owl: Online writing lab. (1995-2015). Cover letter workshop. Retrieved from
https://owl.english.purdue.edu/owl/resource/723/03/.
Resume workshop presentation. Retrieved from
https://owl.english.purdue.edu/owl/resource/719/06.
Author Unknown. (n. d.). How to write a successful covering letter. Retrieved from
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http://www.kent.ac.uk/careers/cv/coveringletters.htm.
Hayes, D. (2015). Sample cover letter.
Hayes, D. (2015). Sample college admission essay.
Jacobs, L. and Hyman, J. (2010). 10 tips for writing the college application essay.
Retrieved from http://www.usnews.com/education/blogs/professors-
guide/2010/09/15/10-tips-for-writing-the-college-application-essay.
Yourdictionary.com. (n. d.). 100 Most Often Mispelled Misspelled Words in English.
Retrieved from http://grammar.yourdictionary.com/spelling-and-word-
lists/misspelled.html.
Lesson plan four: Creating resumes for employment-recruiters and collegiate-
recruiters
Mt. Hood Community College. (2009). Purpose of a resume. Retrieved from
http://www.mhcc.edu/StudentServices.aspx?id=2164.
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan
Publishing; pp. 11.9, 14.6, 14.13-14.15.
20 Owl: Online writing lab. (1995-2015). Cover letter workshop. Retrieved from
https://owl.english.purdue.edu/owl/resource/723/03/.
Resume workshop presentation. Retrieved from
https://owl.english.purdue.edu/owl/resource/719/06.
Author Unknown. (n. d.). How to write a successful covering letter. Retrieved from
http://www.kent.ac.uk/careers/cv/coveringletters.htm.
Hayes, D. (2015). Sample cover letter.
Hayes, D. (2015). Sample college admission essay.
Jacobs, L. and Hyman, J. (2010). 10 tips for writing the college application essay.
Retrieved from http://www.usnews.com/education/blogs/professors-
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guide/2010/09/15/10-tips-for-writing-the-college-application-essay.
Yourdictionary.com. (n. d.). 100 Most Often Mispelled Misspelled Words in English.
Retrieved from http://grammar.yourdictionary.com/spelling-and-word-
lists/misspelled.html.
Note: I could not find the references for the three of the four resumes examples
(chronological, functional and combination; the fourth was a version of my resume
highlighting managerial and educator/instructor/facilitator skills I gained during my
Military Service). So, I placed the actual document, Resume Writing Class 101, in
this document for your review and considerations. Additionally, I added Purdue
Owl’s PowerPoint presentation, as well, for your review.
Lesson plan five: Mock interviews, appropriate mannerisms and dress attire
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan
Publishing; pp. 11.9, 14.6, 14.13-14.15.
Michigan Civil Service Commission, Career Services. (2012). Interviewing tips.
Retrieved from http://www.michigan.gov/documents/interview_26251_7.pdf.
Doyle, A. (n.d.). Dressing for success: how to dress for an interview. Retrieved from
http://jobsearch.about.com/od/interviewsnetworking/a/dressforsuccess.htm.
The College Board. (2015). College Interviews: Practice Questions and Strategies.
https://bigfuture.collegeboard.org/get-in/interviews/college-interviews-
practice-questions-and-strategies.
What to Do Before and After Your College Interview.
https://bigfuture.collegeboard.org/get-in/interviews/what-to-do-before-and-
after-your-college-interview-admissions.
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Lesson plan six: Experiences of the job fair and the college fair
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan
Publishing; pp. 11.9, 14.6, 14.13-14.15.
wiseGeek.com. (2003-2015). What is a career fair. Retrieved from
http://www.wisegeek.com/what-is-a-career-fair.htm.
http://topics.wisegeek.com/topics.htm?career-job-fair#.
Brizee, A. (2009). Follow-Up & Thank You Letter Overview: part 1. Retrieved from
https://owl.english.purdue.edu/engagement/34/43/135/.
https://owl.english.purdue.edu/engagement/34/43/136/.
Follow-Up & Thank You Letter Overview: part 2. Retrieved from
https://owl.english.purdue.edu/engagement/34/43/137/.
Follow-Up & Thank You Letter Overview: part 3. Retrieved from
https://owl.english.purdue.edu/engagement/34/43/138/.
Follow-Up & Thank You Letter Overview: part 4. Retrieved from
https://owl.english.purdue.edu/engagement/34/43/139/.
Ronald, C. et al. (2000). Job search tools: resumes, applications, and cover letters. The
Putting the Bars Behind You Series. Indianapolis: JIST, 2000.