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Learning Forward & Backward: Using reflective writing & discussion A
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Learning Forward & Backward: Using reflective writing & discussion A






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Learning Forward & Backward: Using reflective writing & discussion A Presentation Transcript

  • 1. Marybeth Lima and Boz Bowles
    CxC Summer Institute
    June 1-3, 2011
  • 2. 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
  • 3. 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!
  • 4. Reflective Prompt #2
    • When you were asked to change, how did you feel?
    • 5. Were you nervous? Excited? Resentful?
    • 6. 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?
  • 7. Reflective Prompt #4
    How did this experience change you professionally?
    Has your philosophy changed as a result of this experience?
  • 8. 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?
  • 9. Another reflection model
    So what?
    Now what?
  • 10. What? So what?
  • 11. Now what?
  • 12. Incorporating reflection into your class: What forms might it take?
    • Journals
    • 13. lab notebooks, process journals, etc.
    • 14. Quick Prompts
    • 15. Group reflections, guided freewriting, 2-minute essays, etc
    • 16. Web 2.0
    • 17. blogs, wikis, YouTube, etc.
    • 18. Self-assessment questionnaires
  • Responding to reflective writing
    While grading might not be necessary, RESPONDING IS ABSOLUTELY NECESSARY!
    • Share and respond in large and/or small groups
    • 19. Grade selected entries
    • 20. Establish clear grading criteria
    “If I don’t grade it,
    they won’t do it.”
  • 21. Common pitfalls
    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.”
    Coverage – “I don’t have time for this!”
    Work load – “I really don’t have time for this!”
  • 22. Overcoming common pitfalls
    • Modeling
    • 23. Show examples of reflective writing
    • 24. Do it yourself along with the class
    • 25. Clarity
    • 26. If you plan to grade, explain criteria
    • 27. Be clear about why you are assigning this genre
    • 28. Trust
    • 29. Avoid humor in your responses  unintended slights
    • 30. Respect all responses
    • 31. Share your own reflections
  • For more information
    CCELL has a nice collection of resources on their website
  • 32. 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.
  • 33. 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.
  • 34. 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.