P5-K1-W5: Active in personal development in the area of food and education in the supply chain

Stays informed about market trends and market developments that affect questions related to food and nutrition. Carries out small-scale practical research into the consumption of food in relation to ingredients and additives, food preparation, dietary habits and exercise. Forms and expresses a personal vision on food and nutrition.

Introduction

Parallel to this tool (learning track), a supervision track is also required in which reflection is an essential method. At this point, we want to provide a description of how this supervision can be organised. If a student is to learn effectively, not only are their work processes important but more significantly, their personal learning, the competencies they acquire. Causing the student to reflect is essential to this process.

By questioning students more deeply about their experiences in practical situations and about their own role, their own experiences gain meaning and new learning goals are created. It is possible to carry out reflection in the practical situation, but often there is no time for this. It is therefore better to do this at the university.

The reflection process is described below:

  1. Externalisation: by talking about experiences (or first writing them down), these experiences are placed outside the person. This teaches students to learn to consider them, thus giving a new meaning to what has happened.
  2. Consolidation: identifying the core of the experience.
  3. Reflection: Looking back at previous experiences
  4. Generalisation: Considering if this occurs in other situations
  5. Defining the problem: Looking for solutions or alternatives for the problem or challenge

The role of the supervisor/coach is essential in this and determines the quality of the student’s learning. Questioning the student more deeply and taking their lead completely is important. As a supervisor, try to clear your own mind. No assumptions, no judgements, but show complete curiosity and interest. Experience shows that you should ask questions more than once and in different wording before your student can see the concrete images of the film in their head. As soon as you and your student can share the film, then the experiences become clear. You can then ask about feelings. Later you can ask about generalisations and judgements. Only then can you give your own opinion and expert feedback.

There are many sources of examples for the type of questions you need to ask when using this approach.The conversation with the student is the essence of learning. That conversation acts as a guideline for didactic behaviour (how people learn) and contributes to the pedagogical aims (for what still need to be learned). Each study programme can decide for themselves at which times the ‘reflection’ conversations can take place. For example, after the pivotal decision moments and after research.

These conversations can take place individually, but also in small groups (max. 4 people).