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ber it and used it for argument and also needed make sure we used in a right way and so it was feel intellectually stretched. 

In concluded, I was trending to be a reflector in presentation, an activist in negotiation and a theorist in debate. However, I also used other learning styles and balance it in each exercise. For examples, we found all real information about Barclay for presentation and there were logical and thereby we gave a logical presentation and so could be a theorist. Moreover, I would listen and observe ideas from seller and discuss a best idea or solution in negotiation, so I was also a reflector etc. However, the only one of learning style that I was not done much is pragmatist and thereby lead to my learning style was not really balanced during these three exercises. Therefore, I need to think about what I want to improve and set up goals, learning strategies etc. to improve it in the future. According to (Garavalia and Gredler, 2002, p. 221), it point out “Students who set effective goals, utilize appropriate learning strategies, and evaluate the requirements of learning tasks adequately tend to achieve at higher levels than other students.”Therefore, I believe I can balance my learning style in a better way if I have done an effective planning in my future work. In the other way, (Boud, Keogh and Walker, 1985, p. 19) also point out, “reflection is part of the initial planning process and it is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important to learning.” Therefore, I will think about reflection more carefully in the next time to make sure I can do a better work and balance my learning styles.

References 文献

1. Tuckman, B. (1965) “Developmental sequences in small groups”, Psychological Bulletin, 63(6), pp. 384-399
2. Honey, P. and Mumford, A. (2006) The learning styles questionnaire: 80-item version. Maidenhead, Berks: Peter Honey Publications Limited.
3. Branthwaite, A. (2002) “Investigating the power of imagery in marketing communication: Evidence-based techniques’. Qualitative Market Research: An International Journal, 5(3), pp. 164-171
4. Garavalia, L.S. and Gredler, M.E. (2002) “An exploratory study of academic goal setting, achievement calibration and self-regulated learning’, journal of Instructional Psychology, 29(4), p. 221.
5. Boud, D., Keogh, K. and Walker, D. (eds) (1985) Reflection: Turning experience into learning. London: Kogan Page.本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。