Journal summary

Michele Semens article was written as a useful means to constitute perspective to prospective and current teachers information with regards to developing their own Pipes. The article is compromised primarily of past experiences from preservers teachers who wrote Pipes in their own undergraduate course and the challenges that they faced from their own inexperiences. The students personal experiences enhance the readers understanding of the challenges in composing Pipes and techniques to simplify the process.Article Summary College students experiences of writing various(prenominal) experience programs are examined in this article by bring out personal experiences of the students in an individual and group setting. Nineteen college level students that are in their junior class have been indoctrinated in a two year college teacher education program that was designed to not only show them previously designed Pipes but also instruct the in the art of plan their own program.The educa tional program lasted over a period of two years and consisted of non graded activities, in class participation, personal reflections, and students writing their own personal Pipes. The two year course consisted of multiple powdered ginger 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. threefold 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 recognised 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 terms but must be created to focus on the individual student.