Function Anatomy Workbook Reflection
Coming from a BTEC background my instant thought of a workbook thoroughly pleased me, I thought to myself how I’ve done all this before and felt at a slight advantage. However the workbook also had quizzes to complete, with only one opportunity to succeed, this is where my slight advantage suddenly felt like more of a large disadvantage.
Every two weeks I had to complete both a quiz and two questions on a topic learnt in the previous weeks, gaining lecturer feedback throughout. Feedback is important as it help me to understand with guidance from my lecturer what I need to do to advance my learning (Bellon et al., 1991). At the beginning I seemed to excel in the quizzes but lacked references and information to my questions therefore receiving 60% at the best. After receiving feedback from my lecturer I began to research in greater depth prior to answering the questions and also planned my answer, not only did I see better results but I also felt more confident with what I was writing as I understood the content better. My results from the questions began to improve.
As anticipated I enjoyed the aspect of being able to do this work in my own time taking however long I wanted, unlike an exam which is time constricted, this was because it allowed me to check through my work and also compare with peers, although comparing with peers wasn’t all so good as many of my answers seemed to be slightly different. However from previous reflections I have stated to not compare myself to my peers, therefore I did not change my work.
If I were to carry out work in the form of a workbook again I would approach it in a slightly different manner. Because I wasn’t fully engaged and involved in dissections I missed out on opportunities to take pictures for the final 40% section of the workbook, as appose to using pictures from my peers which I found more difficult to interpret, I feel I would of understood the pictures more if I were to of taken them, making the labeling sections easier. However as a result of struggling with some aspects of the workbooks I have since purchased both the canine and equine Budras books, which I feel, will assist me massively after my peers saying it helped them.
Having completed the final section of the workbook I conclude to feel satisfied with the level of my work submitted for this section.
Bellon, J.J., Bellon, E.C. & Blank, M.A. (1991) Teaching from a Research Knowledge Base: a Development and Renewal Process. Facsimile edition. Prentice Hall, New Jersey, USA.
