Journal summary

Michele Semens article was written as a profitable means to give perspective to prospective and current teachers information with regards to create their have Pipes. The article is compromised primarily of past experiences from preservers teachers who wrote Pipes in their own undergraduate grad and the challenges that they faced from their own inexperiences. The students face-to-face experiences enhance the readers understanding of the challenges in writing Pipes and techniques to simplify the process.Article Summary College students experiences of writing undivided experience programs argon examined in this article by highlighting face-to-face experiences of the students in an individual and group setting. Nineteen college level students that are in their junior family have been indoctrinated in a two year college teacher preparation program that was knowing to not only show them previously designed Pipes but also instruct the in the art of designing their own program.The educational program lasted over a period of two days and consisted of non graded activities, in single out participation, personal reflections, and students writing their own personal Pipes. The two year course consisted of multiple pep in class discussions and assignments that were intentionally unguarded. In the discussions, the dents discussed how to write various goals and objectives in developing personal Pipes. Multiple examples and case studies were utilized in developing their personal Pipes.The course also consisted of open ended questionnaires and evaluations in order to produce common trends and thoughts that students had in developing their programs. One major trend identified was that students recognise the importance of focusing on individualizing with respect to students educational strengths and knowledge. Students recognized that for an PEP to function correctly, it must not be created in mineral hurt but must be created to focus on the individual student.