Modification through teaching thinking and problem solving skills

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Franz Dalluay

Presented in our Curriculum Development 2 Class by Anna Nerida and I under Ms. Tan.

Education Technology

Modification Through Teaching Thinking and Problem-Solving Skills Presented by: Maria Frances Dalluay Anna Marissa Nerida

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Innovative Higher Education, Vol. 29, No. 2, Winter 2004 ( C© 2004) The Articulated Learning: An Approach to Guided Reflection and Assessment Sarah L. Ash and Patti H. Clayton ABSTRACT: The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is acces- sible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning. KEY WORDS: reflection; service-learning; assessment. The value of reflection on experience as a way to enhance learning has been advanced for decades. Over seventy years ago,Dewey (1910) described reflective thought as “active, persistent and careful consid- eration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends” (p. 6). Schön (1983) saw reflection as “a continual interweaving of thinking and doing” (p. 281); and he described the “reflective practitioner” as one who “reflects on the understandings which have been implicit in [one’s] action, which [one] surfaces, criticizes, restructures, and em- bodies in further action” (p. 50). In a review of the reflection models that have been described over the years, Rogers (2001) found the most common definition of reflection as a process that allows the learner to “integrate the understanding gained into one’s experience in order to enable better choices or actions in the future as well as enhance one’s overall effectiveness” (p. 41). As Rogers pointed out, however, reflection remains a challenging concept for educators to apply in practice in spite of the potential for positive outcomes. Sarah L. Ash, Ph.D., received her doctorate in nutrition from Tufts University and is an Associate Professor in the Departments of Animal Science and Family and Consumer Sciences at North Carolina State University. Special interests include the use of critical thinking standards and the reflective processes of service-learning to improve student learning. Patti H. Clayton, Ph.D., received her interdisciplinary doctorate from the University of North Carolina–Chapel Hill and is Coordinator of the NC State Service- Learning Program in the Faculty Center for Teaching and Learning. She is particularly interested in leadership development through reflection and civic engagement. 137 C© 2004 Springer Science+ Business Media, Inc. 138 INNOVATIVE HIGHER EDUCATION This challenge stems in part from the lack of effective structures to help instructors fr.

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