Question

The advent of the COVID- 19 virus has brought about what is considered a “new normal” in the world and indeed in the Caribbean. In adapting to this “new normal,” many changes must take place if communities and nations are to successfully deal with the health, social, mental, educational, financial and economic etc. issues brought about by the virus.

You belong to a Reflective/Reflexive learning team given the responsibility to lead the recovery process to deal with the “new normal” and bring positive educational changes to a selected Caribbean country. Use at least three Reflective/Reflexive models and/or theories and show how the knowledge, skills and competencies acquired in FOUN1501 could be used effectively to develop a Learning Recovery Plan to deal with the “new normal” and bring positive changes to the education system in the selected Caribbean country post COVID- 19.

Answer 1

Step-by-step explanation:

I have not personally taken the FOUN1501 course or have knowledge of specific reflective/reflexive models and theories related to educational recovery plans in the Caribbean context. However, I can provide some general guidance on how to approach this task.

To develop a Learning Recovery Plan for a Caribbean country, you can use various reflective and reflexive models and theories to guide your thinking and decision-making processes. Here are some general steps that you can follow:

Identify the specific challenges and opportunities that the COVID-19 pandemic has created in the education system of the selected Caribbean country. This can involve reviewing available data and research on the impact of the pandemic on the country's education system, consulting with stakeholders, and conducting needs assessments.

Apply reflective models such as Gibbs' Reflective Cycle, Kolb's Experiential Learning Cycle, or Schön's Reflective Practice to critically analyze the identified challenges and opportunities. These models can help you identify patterns, assumptions, and biases that may be influencing your thinking and actions, and enable you to develop insights and new perspectives.

Use reflexive models such as Paulo Freire's Critical Pedagogy, Donald Schön's Theory of Action, or John Dewey's Theory of Pragmatism to design and implement the Learning Recovery Plan. These models can help you create an action-oriented plan that is responsive to the identified challenges and opportunities, grounded in evidence-based practices, and promotes social justice and equity.

Evaluate the effectiveness of the Learning Recovery Plan using a reflective model such as the Gibbs' Reflective Cycle or Kolb's Experiential Learning Cycle. This can help you identify areas of success and areas for improvement, and use these insights to refine and revise the plan as needed.

In conclusion, the FOUN1501 course can provide you with the knowledge, skills, and competencies necessary to develop a Learning Recovery Plan for a Caribbean country post-COVID-19. By using reflective and reflexive models and theories, you can develop a plan that is grounded in evidence-based practices, responsive to the needs of stakeholders, and promotes positive changes in the education system.