C2L Jam onReflective PracticeWebinar 2.28.11
Why Reflection? “The function of reflection is to make meaning, toformulate the relationships and continuities among thee...
Reflection & Cognition “Perhaps the most significant message [of the newcognitive research on learning] is the role of re...
Reflective Praxis Examining ourpractices to generatetheory Considering theoryto strengthen ourpractices
Reflective Praxis1.Posting practiceto our portfolios2.Webinar3.Examine portfolios;use theory to analyze& discuss4.Implicat...
A Doorway into theLiterature on Reflection Dimock, V., Martinez, D., & Burns, M. (2000,Winter). Learning is an Active and...
Dewey’s Criteria for Reflection Carol Rogers has summarized Dewey’scriteria for effective reflection into thesefour state...
Reflection as Connection Reflection is a meaning-making processthat moves a learner from one experienceinto the next with...
Exp Exp Exp Exp
Exp Exp Exp ExpReflection
Exp Exp Exp ExpReflection Reflection
Exp Exp Exp ExpReflection ReflectionReflection
Exp Exp Exp ExpReflection ReflectionReflectionPrior Learning
Exp Exp Exp ExpReflection ReflectionReflectionPrior LearningMaking MeaningIntegration
Reflection asSystematic & Disciplined
Reflection as Social Pedagogy Reflection needs tohappen in community,in interaction withothers.“The experience has to be ...
Reflection and Personal Growth Reflection requires attitudes that valuethe personal and intellectual growth ofoneself and...
Dewey’s Criteria for Reflection Carol Rogers has summarized Dewey’scriteria for effective reflection into thesefour state...
 Your task in this step of the Online Jam is to visit eachother’s Campus Portfolios to examine, learn from, andcomment on...
Case Studies of Reflective Practice Randy Bass discussingPace University & ThreeRivers CC Trent Batson discussingTunxis ...
Pace UniversityThree Rivers CCRandy Bass
What make a reflective practicean effective practice? Reading campus portfolios: What kinds of questions should we beask...
Pace University:Single Course Writing Portfolio Reflective Blogs in LIT 132 and ENG 201 Four Blog posts required as part...
Pace University:Single Course WritingPortfolioIterativereflectionon writingpracticeculminatesin a finalreflection
Pace University:Single Course Writing PortfolioConnections
Pace University:Single Course Writing PortfolioHow do prompts lead toconnections?What kind of scaffoldsare necessary tofac...
Pace University:Single Course Writing PortfolioFaculty Reflection“I think having studentsdevelop the ‘habit’ ofreflecting ...
Pace University:Single Course Writing Portfoliowhat makes effective practice?Intuitively, there seems tobe a correlation b...
In search of effective practices of reflection…Reflection as professional development: iterativeprogram-level designN101 N...
Three Rivers CC (Nursing)Foundational
FoundationalDescription ofexperience settingup comparison withother work“Backward design” of reflective practice implies t...
Three Rivers CC: Iterative design
Three Rivers CC: Making reflection “social”and public
Three Rivers CC: Making reflection “social”from the beginningReflection as socialpedagogy begins withentry level courses
Three Rivers CC: Questions that emerge fromreadingQuestions:What are the markers of increasingly authentic voice in reflec...
Response & Analysis ofa Reflective Practice at TunxisTrent BatsonConnect to Learning Project
My Analysis What this instructor did to elicit reflective and integrativethinking: Reflection not revision Re-casting of...
Where does this fit in the C2L“Possible Prompts”? A. Reflection as connections. B. Reflection as systematic and discipli...
Virginia Tech’sSERVE Living CommunityJudit Torok
Comments on CampusPracticesWhat do you observe about this presentation? What kindsof connections does it seek to help stud...
Observations, Strengths,Connections Well structured, scaffolded prompts, clear instructions; Reflection encourages synth...
ComprehensiveReflectionAssignmentComprehensiveReflectionAssignment
Strengths & effective elements Final Reflection Assignment: detailed, well articulated, clear,completes a cycle eP struc...
“Final Exam Replacement” – ePortfolio Assembly,Comprehensive Reflection, and Letter to Self(200/1000 total points) Step I...
Dewey’s criteria for Reflection Deweys theory: Meaning making out of experience. Common,shared experiences: volunteering,...
Every single reflection forced you to question your thoughtsand actions, and to find meaning to even to the mostseemingly ...
Similarities and Differencesto our project Similarities to LaGuardias Internship page Internship page is connected to a ...
Next StepsInstructions, Guide Questions & Tutorials
Collective Research & AnalysisTues., March 1 – Mon., March 7Participants: at least 2 members from each team. More welcome...
Group A•Manhattanville•University of Delaware•Long Island University•Johnson & Wales•IUPUI•Tunxis CC.Group B•Norwalk CC.•P...
As you review and comment on specific campus practices, via theportfolio, please keep these questions in mind:•What do you...
Engagement and Integrative Learning >> Student and Faculty Practice >>Reflection PracticeOn the ‘Reflection Practice’ page...
Engagement and Integrative Learning >> Student and Faculty Practice >> Reflection Practice•What do you observe about this ...
Next Steps:3B – Asynchronous DiscussionBoard ExchangeParticipants report to the large groupon one of the practices they re...
•What was the most interesting thing you learned from looking at otherspractices? What seemed most promising or intriguing...
Log in to the Connections blog, then in the Connect to Learning main tab.Click ‘Enter Forum Here’.http://connections-commu...
Click ‘C2L Spring 2011’Then Click‘Reflection Forum’12Discussion Board Exchange – Getting Started
Post-Jam Reflective Post to Campus PortfolioMon-Fri, March 7-11Reflect on your learning. We ask at least one portfolio po...
Engagement and Integrative Learning >> Student and Faculty Practice >> Reflection Practicehttp://c2l.digication.comPost yo...
Collaborative Learning Everyone is a learner. We’re all trying tofigure it out. No one has all of theanswers The more en...
Thank You!!!
C2 l reflective pedagogy   spring 2011
C2 l reflective pedagogy   spring 2011
C2 l reflective pedagogy   spring 2011
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  • Step 3 Overview Part A and B
  • 3A Guide Questions
  • 3A Tutorial
  • 3A Tutorial
  • 3B Instructions
  • 3B Guide Questions
  • 3B Tutorial
  • 3B Tutorial
  • Step 4 Guide Questions
  • Step 4 Tutorial
  • C2 l reflective pedagogy spring 2011

    1. 1. C2L Jam onReflective PracticeWebinar 2.28.11
    2. 2. Why Reflection? “The function of reflection is to make meaning, toformulate the relationships and continuities among theelements of an experience, between that experience andother experiences, between that experience and theknowledge that one carries, and between that knowledgeand the knowledge produced by thinkers other thanoneself…. The creation of meaning out of experience isat the very heart of what it means to be human. It iswhat enables us to make sense of and attribute value tothe events of our lives.”Carol Rodgers“Defining Reflection: Another Look at John Dewey and Reflective Thinking,”
    3. 3. Reflection & Cognition “Perhaps the most significant message [of the newcognitive research on learning] is the role of reflectionin learning. Learning occurs, not necessarily as a resultof the experience itself, but as a result of reflecting onthe experience and testing it against further experienceand the experience of others.”Patricia K. CrossLearning Is About Making Connections
    4. 4. Reflective Praxis Examining ourpractices to generatetheory Considering theoryto strengthen ourpractices
    5. 5. Reflective Praxis1.Posting practiceto our portfolios2.Webinar3.Examine portfolios;use theory to analyze& discuss4.Implications forpractice – reflecting inour portfolios
    6. 6. A Doorway into theLiterature on Reflection Dimock, V., Martinez, D., & Burns, M. (2000,Winter). Learning is an Active and Reflective Process.TAP into Learning , 1-12. Eynon, B. (2009). Introduction. In Transit, TheLaGuardia Journal on Teaching and Learning , v-xvi. Rodgers, C. (2002). “Defining Reflection: AnotherLook at John Dewey and Reflective Thinking.”Teachers College Record , 842-866. Rodgers, C. (2002). “Seeing Student Learning:Teacher Change and the Role of Reflection.”Harvard Educational Review, 230-254.
    7. 7. Dewey’s Criteria for Reflection Carol Rogers has summarized Dewey’scriteria for effective reflection into thesefour statements: A. Reflection as connection B. Reflection as systematic anddisciplined C. Reflection as social pedagogy D. Reflection and personal growth
    8. 8. Reflection as Connection Reflection is a meaning-making processthat moves a learner from one experienceinto the next with a deeper understandingof its relationship with and connections toother experiences and ideas. It is thethread that makes continuity of learningpossible.
    9. 9. Exp Exp Exp Exp
    10. 10. Exp Exp Exp ExpReflection
    11. 11. Exp Exp Exp ExpReflection Reflection
    12. 12. Exp Exp Exp ExpReflection ReflectionReflection
    13. 13. Exp Exp Exp ExpReflection ReflectionReflectionPrior Learning
    14. 14. Exp Exp Exp ExpReflection ReflectionReflectionPrior LearningMaking MeaningIntegration
    15. 15. Reflection asSystematic & Disciplined
    16. 16. Reflection as Social Pedagogy Reflection needs tohappen in community,in interaction withothers.“The experience has to be formulated in order to becommunicated. To formulate requires getting outsider of [theexperience], seeing it as another would see it, considering whatpoints of contact it has with the life of another, so that it may begot into such form as he can appreciate its meaning.”John Dewey, Democracy and Education
    17. 17. Reflection and Personal Growth Reflection requires attitudes that valuethe personal and intellectual growth ofoneself and others
    18. 18. Dewey’s Criteria for Reflection Carol Rogers has summarized Dewey’scriteria for effective reflection into thesefour statements: A. Reflection as connection B. Reflection as systematic anddisciplined C. Reflection as social pedagogy D. Reflection and personal growth
    19. 19.  Your task in this step of the Online Jam is to visit eachother’s Campus Portfolios to examine, learn from, andcomment on each other’s reflective practices. As youdo so, please consider and utilize Dewey’s criteria. What do you observe about this practice? What connections doesit help students make? What’s most interesting about it? Based on what you know & what you see, what are the strengthsof this practice? Can you identify & highlight some elements ofthe practice that make it particularly effective? What leads youto believe that it’s effective? Does this practice demonstrate any of Dewey’s criteria, asoutlined by Rodgers? Which one(s)? Do these criteria help usunderstand or highlight the strengths of the practice? Do theysuggest ways it could be strengthened? What are some similarities or differences between this practiceand something you do in your class, or in your project? Does itconfirm your thinking or push you to think in new ways?
    20. 20. Case Studies of Reflective Practice Randy Bass discussingPace University & ThreeRivers CC Trent Batson discussingTunxis CC Judit Torok discussingVirginia Tech C2L discussing C2L
    21. 21. Pace UniversityThree Rivers CCRandy Bass
    22. 22. What make a reflective practicean effective practice? Reading campus portfolios: What kinds of questions should we beasking each other (and ourselves) abouteffective reflection practices? What should we be identifying as thepossible portable elements of practices(e.g. iteration, sequencing, scaffolding,social feedback, etc.)
    23. 23. Pace University:Single Course Writing Portfolio Reflective Blogs in LIT 132 and ENG 201 Four Blog posts required as part of ePortfolio (3 “postwrites” and a final reflection) Focus on accomplishments as a critical reader andwriter, writing process, learning gains
    24. 24. Pace University:Single Course WritingPortfolioIterativereflectionon writingpracticeculminatesin a finalreflection
    25. 25. Pace University:Single Course Writing PortfolioConnections
    26. 26. Pace University:Single Course Writing PortfolioHow do prompts lead toconnections?What kind of scaffoldsare necessary tofacilitate the kinds ofconnections we arehoping to see?
    27. 27. Pace University:Single Course Writing PortfolioFaculty Reflection“I think having studentsdevelop the ‘habit’ ofreflecting on their writingand reading throughoutthe semester enablesthem to practicesreflective thinking, anddeepen their learning.”“Certainly, reading thesereflections enables me toappreciate students’concerns and challenges,and often the authenticvoice that comes through inthe blogs is quite strong.”
    28. 28. Pace University:Single Course Writing Portfoliowhat makes effective practice?Intuitively, there seems tobe a correlation betweenstrong reflections andmore effective essays…but there is need forfurther research.For example, how muchdoes becoming more areflective learnerinfluence students torevise more carefully?
    29. 29. In search of effective practices of reflection…Reflection as professional development: iterativeprogram-level designN101 N102 N201 N203 N205•Description of experience•Focus on goals & outcomes•Self-evaluation•Increasingly comparative•Social at all stagesThree RiversCommunity College
    30. 30. Three Rivers CC (Nursing)Foundational
    31. 31. FoundationalDescription ofexperience settingup comparison withother work“Backward design” of reflective practice implies that faculty think forward andtogether: “All clinical faculty promote development of reflective skills.”Three Rivers CC (Nursing)
    32. 32. Three Rivers CC: Iterative design
    33. 33. Three Rivers CC: Making reflection “social”and public
    34. 34. Three Rivers CC: Making reflection “social”from the beginningReflection as socialpedagogy begins withentry level courses
    35. 35. Three Rivers CC: Questions that emerge fromreadingQuestions:What are the markers of increasingly authentic voice in reflection?(Especially in light of program goals and outcomes)?What are the mechanisms whereby faculty get on the same page?This is an inspiring example, which is rooted in practice. Are thereportable practices here that could work in other kinds of disciplinarydevelopment?
    36. 36. Response & Analysis ofa Reflective Practice at TunxisTrent BatsonConnect to Learning Project
    37. 37. My Analysis What this instructor did to elicit reflective and integrativethinking: Reflection not revision Re-casting of this practice: Recursion Analysis: Importance of time to deep reflection Conclusion: Using reflection as “field notes” to your self 11weeks later: Reflection on Reflection.
    38. 38. Where does this fit in the C2L“Possible Prompts”? A. Reflection as connections. B. Reflection as systematic and disciplined: Reflection isa systematic, rigorous, disciplined way of thinking, withits roots in scientific inquiry Use field notes (reflections) as a scientist would: a processof data collection, field notes, analysis over time.
    39. 39. Virginia Tech’sSERVE Living CommunityJudit Torok
    40. 40. Comments on CampusPracticesWhat do you observe about this presentation? What kindsof connections does it seek to help students make? What’smost interesting to you about it?Based on what you know and what you can see, what arethe strengths of this practice? Can you identify andhighlight some elements of the practice that you thinkmake it particularly effective? What would lead you tobelieve that it’s effective?Does this practice demonstrate any of Dewey’s criteria, asoutlined by Rogers? Which one(s)? Do these criteria helpus understand or highlight the strengths of the practice?Do they suggest ways it could be strengthened?What are some of the similarities or differences betweenthis practice and something you are doing on yourcampus, in your class, or in your project? Does it confirmyour thinking, or push you to think in new ways?
    41. 41. Observations, Strengths,Connections Well structured, scaffolded prompts, clear instructions; Reflection encourages synthesis. Connections: Students to community Students to each other Students to course content Students to themselves as first year college students and serviceoriented individualsSERVE“These SERVE ePortfoliosrepresent the Co-CurricularEngagement portfolio”“SERVE community members are encouraged tobe active through both service andreflection. In their portfolios, you will finddetailed experiences of their engagement as wellas reflective pieces synthesizing their
    42. 42. ComprehensiveReflectionAssignmentComprehensiveReflectionAssignment
    43. 43. Strengths & effective elements Final Reflection Assignment: detailed, well articulated, clear,completes a cycle eP structure is conducive to reflection Step One: upload everything on the eP - review, reflection (past) Step Two - description of the comprehensive reflection points tocourse objectives, other specific assignments (present) Summary – How has your understanding of definitions andtheories discussed in class changed? Give concrete examples. Step Three – Write a letter to your future self (future) Prompt to think about the learning process
    44. 44. “Final Exam Replacement” – ePortfolio Assembly,Comprehensive Reflection, and Letter to Self(200/1000 total points) Step II - Comprehensive Reflection (150 points)Your comprehensive reflection entry will be the home page for the “Synthesis and Reflection” tab. This final paper should demonstrate yourability to reflect critically on the whole of the class (readings, discussions, projects, experiences) and articulate how your views andunderstanding has progressed. This comprehensive paper is a synthesis of both the theoretical and practical constructs of reflection,dialogue, group process, service, and leadership. Look to the “course objectives” outlined in the syllabus as one possible checklist oftracking potential learning and reflecting on the course. More specifically, the paper should include exploration of some of the followingquestions:  What are some critical components of community building? How has your understanding of “the call to service,” “citizenship,” and/or “democracy” evolved over the course. Include relevant andupdated pieces from your “My ‘why’” assignment Provide concrete examples of particular experiences, discussions, or readings that illustrate areas of learning or personal growth How has your service personally impacted you? What did you learn about the social issues being addressed at your site? How has the study of social change and the change lab activity shaped you? How might you consider using some of theseexperiences/studies to help you in future pursuits? Step III – Letter to Self (25 points) It is the end of the semester, and you have just finished your comprehensive reflection. This is your last bit of work before you can close thebook on this class and your first semester here at VT. Write a letter to your future self (the one who, presumably, will spend the winterbreak enjoying some much deserved relaxation. Catch this future self up on all you’ve accomplished and give him/her some direction intoyour favorite parts of your ePortfolio, some learning points / experiences / reflections you want to highlight. Then take a minute to givesome direction on where you would like to go for your second semester here at VT. Is there some new project you would like toinitiate to address some social issue or meet some student need? Is there someone you met this semester whom you need to get toknow better or want to learn more from? Whatever it may be, big or small, take this opportunity to jump-start yourself into action.Reflect critically on the whole class(readings, discussions, projects,experiences) and articulate how yourviews and understanding hasprogressed.This paper is a synthesis ofboth theoretical and practicalconstructs of reflection,dialogue, group process,service, and leadershipHow has your understanding … evolved? How has… it impacted you?What did you learn? How has it…shaped you?Write a letter to your future self: catch yourself up on all you’ve accomplished…give yourself some direction into your favorite parts, some learning points andexperiences, reflections you want to highlight.
    45. 45. Dewey’s criteria for Reflection Deweys theory: Meaning making out of experience. Common,shared experiences: volunteering, community service, classroom,living experience. Interaction and continuity. Students interact with their environment,with theory, with other people in their community and other students.Students make sense of the new experiences based on priorknowledge, their own experiences and other students experiences –through ePortfolio. Educative experience. Broadens the field of experience (connectingservice learning and classroom); leads to intelligent action (reinforcedby final reflection). Direct the course of future experiences,envisioning possibilities; Step Three: Writing a letter to future self Reflection as set of attitudes. Taking responsibility, recognizing real-life implication of student’s own thinking and actions; meaningdoesnt stand alone.
    46. 46. Every single reflection forced you to question your thoughtsand actions, and to find meaning to even to the mostseemingly insignificant things.You gained knowledgeabout yourself, like yourstrengths, which you werepreviously clueless about.You have already startedto learn and come up withideas on your own.There were many great experiencesyou acquired, like communityservice projects and bonding withother SERVE members… but whenyou look back you will realize thatthe highlights during your time inthis program were all those smallsteps you took in an effort todevelop a well-rounded person.Next semester you willcontinue to learn… besure to apply everythingyou have learned… toyour leadershipinvolvement in theSpring.
    47. 47. Similarities and Differencesto our project Similarities to LaGuardias Internship page Internship page is connected to a course Internship page is a scaffolded set of reflective prompts Based on real-life student experiences while they are completing theirinternships Differences VT assignment connects student reflections on their changing identities as firstyear students to seeing themselves as active members of their community. VT assignments pushes the reflection cycle deeper, encourages meaning-makingout of their past experiences, current learning (in classroom and outside) andtheir visions for themselves in the future.http://eportfolio.vt.edu/servegallery.html
    48. 48. Next StepsInstructions, Guide Questions & Tutorials
    49. 49. Collective Research & AnalysisTues., March 1 – Mon., March 7Participants: at least 2 members from each team. More welcome.Part A. Review & Comment, in Digication Portfolios.Part B. Asynchronous Discussion Board Exchange.Next StepsPost-Jam Reflective Post to Campus PortfolioMon-Fri, March 7-11Participants: at least 1 portfolio post per team. More welcome.Team (as a team or as individuals) posts a reflection in yourportfolios
    50. 50. Group A•Manhattanville•University of Delaware•Long Island University•Johnson & Wales•IUPUI•Tunxis CC.Group B•Norwalk CC.•Pace University•Virginia Tech•Boston UniversityQueensborough CC.Group C.•St. John’s University•Rutgers University•LaGuardia CC•Salt Lake CC.•Lehman C.•Hunter C.Group D.•Empire State C.•Three Rivers CC.•San Francisco State U.•Norwalk CC•School of Professional StudiesGroups for PortfolioReview
    51. 51. As you review and comment on specific campus practices, via theportfolio, please keep these questions in mind:•What do you observe about this practice? What kinds of connections doesit seek to help students make? What’s most interesting to you about it?• Based on what you know and what you can see, what are the strengths ofthis practice? Can you identify and highlight some elements of the practicethat you think make it particularly effective? What would lead you tobelieve that it is effective?•Does this practice demonstrate any of Dewey’s criteria, as outlined byRogers? Which one(s)? Do these criteria help us understand or highlightthe strengths of the practice? Do they suggest ways it could bestrengthened?•What are some of the similarities or differences between this practice andsomething you are doing on your campus, in your class, or in your project?Does it confirm your thinking, or push you to think in new ways?Case Review & Commenting – Guide Questions
    52. 52. Engagement and Integrative Learning >> Student and Faculty Practice >>Reflection PracticeOn the ‘Reflection Practice’ page, click ‘Show Comments andTags’http://c2l.digication.comCase Review & Commenting – How to Comment
    53. 53. Engagement and Integrative Learning >> Student and Faculty Practice >> Reflection Practice•What do you observe about this practice? Whatkinds of connections does it seek to helpstudents make? What’s most interesting to youabout it?• Based on what you know and what you cansee, what are the strengths of this practice? Canyou identify and highlight some elements of thepractice that you think make it particularlyeffective? What would lead you to believe thatit is effective?•Does this practice demonstrate any of Dewey’scriteria, as outlined by Rogers? Which one(s)?Do these criteria help us understand or highlightthe strengths of the practice? Do they suggestways it could be strengthened?•What are some of the similarities or differencesbetween this practice and something you aredoing on your campus, in your class, or in yourproject? Does it confirm your thinking, or pushyou to think in new ways?•What do you observe about this practice? Whatkinds of connections does it seek to helpstudents make? What’s most interesting to youabout it?• Based on what you know and what you cansee, what are the strengths of this practice? Canyou identify and highlight some elements of thepractice that you think make it particularlyeffective? What would lead you to believe thatit is effective?•Does this practice demonstrate any of Dewey’scriteria, as outlined by Rogers? Which one(s)?Do these criteria help us understand or highlightthe strengths of the practice? Do they suggestways it could be strengthened?•What are some of the similarities or differencesbetween this practice and something you aredoing on your campus, in your class, or in yourproject? Does it confirm your thinking, or pushyou to think in new ways?Case Review & Commenting – How to Comment
    54. 54. Next Steps:3B – Asynchronous DiscussionBoard ExchangeParticipants report to the large groupon one of the practices they reviewedand the patterns they observed.Give and take.
    55. 55. •What was the most interesting thing you learned from looking at otherspractices? What seemed most promising or intriguing? Why?•What did the homework readings and the campus review reveal about themeaning of effective reflective practice? What patterns emerged for you?What did you observe, for example, in terms of variations of effectivereflection according to context -- or the type of connection reflection helpsmake?•Using Dewey’s criteria (eg reflection as connection, or reflection assystemic and disciplined), what type of reflective practice seemed mostcommon? Least common? Why might this be? What does this suggestabout the strengths and weaknesses of our practice? About the strengthsand weaknesses of Dewey’s 4 part framework?•How might you define reflection at this point? Based on readings and theexamples from the C2L Campus Portfolios, how is your definition ofreflection changing?•What questions did these examples of effective practice raise for you?Discussion Board Exchange – Guide Questions
    56. 56. Log in to the Connections blog, then in the Connect to Learning main tab.Click ‘Enter Forum Here’.http://connections-community.org/c2lDiscussion Board Exchange – Getting Started
    57. 57. Click ‘C2L Spring 2011’Then Click‘Reflection Forum’12Discussion Board Exchange – Getting Started
    58. 58. Post-Jam Reflective Post to Campus PortfolioMon-Fri, March 7-11Reflect on your learning. We ask at least one portfolio post perteam, (more welcome) that answers the guide questions below.•What did you take away from this Online Jam about reflection?What are the 2-3 most important things you learned from theconversations and comments?•What are some of the crucial issues it raised for you? What did itmake you want to learn more about?•How might you apply what you’ve learned to your campus plansfor next year? What could you do differently in terms of yourcampus’ reflective practices? How could strengthening reflection fitinto your project as a whole?Next Steps: 4 Guide Questions
    59. 59. Engagement and Integrative Learning >> Student and Faculty Practice >> Reflection Practicehttp://c2l.digication.comPost your reflection under:Next Steps: 4 Guide Questions
    60. 60. Collaborative Learning Everyone is a learner. We’re all trying tofigure it out. No one has all of theanswers The more energy and attention we putinto this, the more we’ll learn. Enjoy the community dialogue Thank you for your thoughtful practiceand commentary!!!!
    61. 61. Thank You!!!
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