Marybeth Lima and Boz Bowles CxC Summer Institute June 1-3, 2011 Reflections
What is reflection? Examining, evaluating, and interpreting experience Analyzing concepts, posing questions Exploring personal development and change Clarifying personal and professional values Putting facts, ideas and experiences together to derive new meaning and understanding
Reflective Prompt #1 Have you ever been asked to change or adjust your teaching style? Describe the situation. How did it happen? Where was it? Who was there? Be as descriptive and detailed as possible!
Reflective Prompt #2
When you were asked to change, how did you feel?
Were you nervous? Excited? Resentful?
Did it remind you of anything else?
Reflective Prompt #3 Did the experience change your thinking about teaching? Did you learn anything? Do you have a better idea of how such things might work?
Reflective Prompt #4 How did this experience change you professionally? Has your philosophy changed as a result of this experience?
ORID model Objective – What happened? Reflective – How did it feel? Interpretive – What did you think? How does it connect with theory? Decisional – What did it all mean? Will you be different as a result, and if so, how?
Another reflection model What So what? Now what?
What? So what?
Incorporating reflection into your class: What forms might it take?
lab notebooks, process journals, etc.
Group reflections, guided freewriting, 2-minute essays, etc
blogs, wikis, YouTube, etc.
Responding to reflective writing While grading might not be necessary, RESPONDING IS ABSOLUTELY NECESSARY!
Share and respond in large and/or small groups
Grade selected entries
Establish clear grading criteria
“If I don’t grade it, they won’t do it.”
Common pitfalls Students Confusion - “Can we use a pencil?” Cynicism - “This is a big waste of my time!” Sucking up - “This is the greatest class because you are the bestest teacher in the world!” Lack of depth – “It was really great.” Faculty Coverage – “I don’t have time for this!” Work load – “I really don’t have time for this!”
Overcoming common pitfalls
Show examples of reflective writing
Do it yourself along with the class
If you plan to grade, explain criteria
Be clear about why you are assigning this genre
Avoid humor in your responses unintended slights
Respect all responses
Share your own reflections
For more information CCELL has a nice collection of resources on their website
Example student reflections I learned how important writing is to being an engineer and that if the proposal is bad then the design may be for naught. I have realized that kids, young as they may be, know more about play than any adult ever could.
Example student reflections The budget was a definite buzz kill because this was one of the first times that I’ve worked on a project with such a strict constraint.
Example student reflections I completely agree with the idea that engineering is about inclusion, and not just making things easier. Giving everyone a fair chance is one of the greatest gifts someone can give, and one of the hardest things to do. A good engineer can make the majority of the population happy with a design, but a great engineer can harness the good qualities of each of the different opinions in the entire population and mesh those together to change the world.