The document discusses reflective practice and its importance in learning. It provides insights from scholars on reflection and how it enables meaning making from experiences. Reflection is seen as crucial for connecting experiences and knowledge. The document also outlines John Dewey's criteria for effective reflection, including reflection as connection, systematic/disciplined practice, social pedagogy, and personal growth. Examples of reflective practices from various institutions are presented, highlighting elements like scaffolding, iteration, and facilitating social feedback. The purpose is to examine reflective practices and identify portable elements that could work across disciplines.
The document discusses reflective practice and its importance in learning. It provides examples of reflective practices from various institutions, including Pace University, Three Rivers Community College, Tunxis Community College, and Virginia Tech. The practices demonstrate reflection through iterative portfolios, blogging, and comprehensive final reflections that connect past experiences to present learning and future goals. Dewey's criteria of reflection as connection, systematic/disciplined, social pedagogy, and personal growth are also discussed.
Reflective Practice, Collaboration, and Stakeholder Communication: Where Does...Tiffany Smith
This handout accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective Practice, Collaboration, and Stakeholder CommunicationTiffany Smith
This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective practice involves actively examining one's own experiences to gain insight and learn from them. It can be done individually or collectively to explore experiences from different perspectives and uncover shared learning. Reflective practice is structured through questioning experiences, telling stories about them, and engaging in dialogue. Maintaining regular reflection transforms the potential for learning from work into a reality by helping practitioners and organizations purposefully learn from experiences and adapt their practices.
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 9-Communities of Practice and...Ek ra
The document discusses communities of practice and knowledge. It defines a community of practice as a group of people who share a domain of interest and engage in joint activities and discussions to help each other and share information. Members develop a shared repertoire of resources and practices. The document outlines different forms of knowledge in a community of practice, including content knowledge, practical knowledge, and professional knowledge. It also discusses perceived knowledge, critical knowledge, and reflective knowledge. Principles for building effective communities of knowledge and practice are provided, such as focusing on value, inviting different participation levels, and combining familiarity and excitement. The stages of community development are also outlined.
Reflective Piece Final assignment portfoliormg6449
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Road to Transformation Part 2: Reflective Practice E Portfoliormg6449
This document summarizes Rose Gordon's portfolio from a course on reflective practice. It outlines her goals for the course, which include critiquing her profile as a worker and workplace context. It also describes her learning strategies, reflections on completing course activities, and insights gained about identifying herself in the context of the workplace. The portfolio documents Rose's personal and professional development journey through the course.
The document discusses reflective practice and its importance in learning. It provides examples of reflective practices from various institutions, including Pace University, Three Rivers Community College, Tunxis Community College, and Virginia Tech. The practices demonstrate reflection through iterative portfolios, blogging, and comprehensive final reflections that connect past experiences to present learning and future goals. Dewey's criteria of reflection as connection, systematic/disciplined, social pedagogy, and personal growth are also discussed.
Reflective Practice, Collaboration, and Stakeholder Communication: Where Does...Tiffany Smith
This handout accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective Practice, Collaboration, and Stakeholder CommunicationTiffany Smith
This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Reflective practice involves actively examining one's own experiences to gain insight and learn from them. It can be done individually or collectively to explore experiences from different perspectives and uncover shared learning. Reflective practice is structured through questioning experiences, telling stories about them, and engaging in dialogue. Maintaining regular reflection transforms the potential for learning from work into a reality by helping practitioners and organizations purposefully learn from experiences and adapt their practices.
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 9-Communities of Practice and...Ek ra
The document discusses communities of practice and knowledge. It defines a community of practice as a group of people who share a domain of interest and engage in joint activities and discussions to help each other and share information. Members develop a shared repertoire of resources and practices. The document outlines different forms of knowledge in a community of practice, including content knowledge, practical knowledge, and professional knowledge. It also discusses perceived knowledge, critical knowledge, and reflective knowledge. Principles for building effective communities of knowledge and practice are provided, such as focusing on value, inviting different participation levels, and combining familiarity and excitement. The stages of community development are also outlined.
Reflective Piece Final assignment portfoliormg6449
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Road to Transformation Part 2: Reflective Practice E Portfoliormg6449
This document summarizes Rose Gordon's portfolio from a course on reflective practice. It outlines her goals for the course, which include critiquing her profile as a worker and workplace context. It also describes her learning strategies, reflections on completing course activities, and insights gained about identifying herself in the context of the workplace. The portfolio documents Rose's personal and professional development journey through the course.
Rose Gordon reflects on her development as a reflective practitioner over the course Reflective Practice in Action. She analyzes her strengths and weaknesses against the principles of reflective practice. Her strengths include assisting others, building relationships, and using reflection as a learning tool. However, she recognizes her limitation in critically reflecting on her actions to improve. Moving forward, she aims to develop the habit of critical reflection to continuously improve her teaching practice based on student feedback.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
The document discusses reflective writing and two models of reflection: the 3 Ws model (What, So what, Now what) and Schön's model. Schön's model proposes two types of reflection - reflection in action, which occurs during an event by thinking on one's feet, and reflection on action, which occurs after an event by taking time to reflect. The document provides examples of applying both models and critiques of Schön's work. It instructs teachers on setting up reflective writing blogs and topics to reflect on, and concludes by having teachers assess their own learning.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 5-Reflective cycle-AIOU-8611Ek ra
Gibb's reflective cycle is a model for structured reflection that involves 6 stages: 1) Description of the event, 2) Feelings about the event, 3) Evaluation of what was good and bad, 4) Reviewing the event to make sense of it, 5) Drawing a conclusion about other options, and 6) Creating an action plan for similar future events. The cycle was developed by Graham Gibbs and has been influential in teacher education programs for structuring reflection on experiences. Going through the full cycle allows for deep thinking and consideration of different perspectives to improve future performance.
Leading Solutions: Essays in Business PsychologyOlivier Serrat
Leading Solutions: Essays in Business Psychology (Serrat, 2021) gives readers an unusually accessible, critical, and engaging take on what leadership means. In the form of précis—concise statements of essential points—the book combines rounded explanations of theory with article reviews, case studies, development plans, field observations, group work, journal entries, "lived" experience, proposals, reflections, scholarly arguments, self-assessments, and 360-degree feedback to shine exceptional insight into the reality and successful practice of leadership, today and tomorrow. This book's wealth of thoughtful content makes it particularly useful to those contemplating postgraduate degrees in organizational leadership and a top-notch addition to any business library.
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
Conference with Confidence: Reflective Practice Workshop Claire Sewell
Reflective practice involves reflecting on one's actions to facilitate continuous learning. It can be done individually through journaling or with others in meetings. Reflecting helps overcome assumptions and maintain work-life balance. Models of reflection like Kolb's experiential learning cycle provide structure but may not always apply. Reflective writing should be analytical rather than descriptive and demonstrate learning and future applications. It requires reflecting on "what, so what, now what" regarding experiences. Barriers include lack of time, skills, and motivation, but can be overcome by prioritizing reflection and using examples.
An overview on commonly used reflective models for education (or practice based areas). This includes the strengths & weaknesses of each to enable practitioners to select a framework that meets their needs.
Reflective practice involves carefully looking back on an event or experience, understanding why it happened, and using those learnings to improve future performance. The document discusses how reflective practice is an important tool for professionals to study their own decisions, analyze strengths and weaknesses, and identify learning needs by reflecting on their work individually or with a mentor. It also provides a simple framework of planning, doing, and reviewing as a way to incorporate reflective practice into one's work.
This document presents a framework for understanding different "ways of knowing" in adult development. It describes four ways of knowing - rule-based, other-focused, reflective, and interconnecting - and identifies concerns, guiding questions, growth tasks, and ways to support further development for each. The framework is based on Robert Kegan's constructive-developmental theory and aims to help individuals identify their way of knowing and challenges themselves and others to incorporate multiple perspectives.
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Overview Presentation - "Consciousness, Cognition, Learning, and Reflective P...Brian McConnell
This slide presentation was featured in a Google Hangout video published to YouTube and entitled, "Introduction and Overview to an Online Discussion". You're invited to check it out at:
https://youtu.be/SNF2111xvQw
The document summarizes the agenda and discussions from a Career Development division office board room meeting on June 7, 2012. The agenda covered topics like a career fair follow-up, assessment reflections, influencer training, CD portfolios, resources, changes within the CD team, and future focus areas. It provided context around building the CD program through continued initiatives, middle level career education, and exploring partnerships. The meeting aimed to celebrate successes, reflect on challenges, and strategize next steps in supporting students' career development.
The document discusses reflective practice as the ability to reflect on one's actions to engage in continuous learning. It involves critically examining practice and theories through a reflective and reflexive lens. The portfolio reflects on the student's experiences in a course to develop as a self-empowered, lifelong learner and reflective practitioner.
Expert proficiency in ability and technique in the civil engineering technology field offering eighteen years of civil CADD operations and twelve years in traditional drafting board qualifications.
Accommodation at cwg village dissapointingIkbal Mallick
The document summarizes issues around the organization of the 2010 Commonwealth Games (CWG) in Delhi, India. Key issues included incomplete construction at venues like Jawaharlal Nehru Stadium, poor conditions at the Games Village with dirty facilities, and the collapse of a footbridge near a venue. There were also protests against the corruption in the Games. An investigation later found a scam of Rs. 2,100 crore involving inflated contracts. Suresh Kalmadi, the Chairman of the Organizing Committee, was at the center of allegations of corruption in the Games.
Rose Gordon reflects on her development as a reflective practitioner over the course Reflective Practice in Action. She analyzes her strengths and weaknesses against the principles of reflective practice. Her strengths include assisting others, building relationships, and using reflection as a learning tool. However, she recognizes her limitation in critically reflecting on her actions to improve. Moving forward, she aims to develop the habit of critical reflection to continuously improve her teaching practice based on student feedback.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
The document discusses reflective writing and two models of reflection: the 3 Ws model (What, So what, Now what) and Schön's model. Schön's model proposes two types of reflection - reflection in action, which occurs during an event by thinking on one's feet, and reflection on action, which occurs after an event by taking time to reflect. The document provides examples of applying both models and critiques of Schön's work. It instructs teachers on setting up reflective writing blogs and topics to reflect on, and concludes by having teachers assess their own learning.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 5-Reflective cycle-AIOU-8611Ek ra
Gibb's reflective cycle is a model for structured reflection that involves 6 stages: 1) Description of the event, 2) Feelings about the event, 3) Evaluation of what was good and bad, 4) Reviewing the event to make sense of it, 5) Drawing a conclusion about other options, and 6) Creating an action plan for similar future events. The cycle was developed by Graham Gibbs and has been influential in teacher education programs for structuring reflection on experiences. Going through the full cycle allows for deep thinking and consideration of different perspectives to improve future performance.
Leading Solutions: Essays in Business PsychologyOlivier Serrat
Leading Solutions: Essays in Business Psychology (Serrat, 2021) gives readers an unusually accessible, critical, and engaging take on what leadership means. In the form of précis—concise statements of essential points—the book combines rounded explanations of theory with article reviews, case studies, development plans, field observations, group work, journal entries, "lived" experience, proposals, reflections, scholarly arguments, self-assessments, and 360-degree feedback to shine exceptional insight into the reality and successful practice of leadership, today and tomorrow. This book's wealth of thoughtful content makes it particularly useful to those contemplating postgraduate degrees in organizational leadership and a top-notch addition to any business library.
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
Conference with Confidence: Reflective Practice Workshop Claire Sewell
Reflective practice involves reflecting on one's actions to facilitate continuous learning. It can be done individually through journaling or with others in meetings. Reflecting helps overcome assumptions and maintain work-life balance. Models of reflection like Kolb's experiential learning cycle provide structure but may not always apply. Reflective writing should be analytical rather than descriptive and demonstrate learning and future applications. It requires reflecting on "what, so what, now what" regarding experiences. Barriers include lack of time, skills, and motivation, but can be overcome by prioritizing reflection and using examples.
An overview on commonly used reflective models for education (or practice based areas). This includes the strengths & weaknesses of each to enable practitioners to select a framework that meets their needs.
Reflective practice involves carefully looking back on an event or experience, understanding why it happened, and using those learnings to improve future performance. The document discusses how reflective practice is an important tool for professionals to study their own decisions, analyze strengths and weaknesses, and identify learning needs by reflecting on their work individually or with a mentor. It also provides a simple framework of planning, doing, and reviewing as a way to incorporate reflective practice into one's work.
This document presents a framework for understanding different "ways of knowing" in adult development. It describes four ways of knowing - rule-based, other-focused, reflective, and interconnecting - and identifies concerns, guiding questions, growth tasks, and ways to support further development for each. The framework is based on Robert Kegan's constructive-developmental theory and aims to help individuals identify their way of knowing and challenges themselves and others to incorporate multiple perspectives.
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Overview Presentation - "Consciousness, Cognition, Learning, and Reflective P...Brian McConnell
This slide presentation was featured in a Google Hangout video published to YouTube and entitled, "Introduction and Overview to an Online Discussion". You're invited to check it out at:
https://youtu.be/SNF2111xvQw
The document summarizes the agenda and discussions from a Career Development division office board room meeting on June 7, 2012. The agenda covered topics like a career fair follow-up, assessment reflections, influencer training, CD portfolios, resources, changes within the CD team, and future focus areas. It provided context around building the CD program through continued initiatives, middle level career education, and exploring partnerships. The meeting aimed to celebrate successes, reflect on challenges, and strategize next steps in supporting students' career development.
The document discusses reflective practice as the ability to reflect on one's actions to engage in continuous learning. It involves critically examining practice and theories through a reflective and reflexive lens. The portfolio reflects on the student's experiences in a course to develop as a self-empowered, lifelong learner and reflective practitioner.
Expert proficiency in ability and technique in the civil engineering technology field offering eighteen years of civil CADD operations and twelve years in traditional drafting board qualifications.
Accommodation at cwg village dissapointingIkbal Mallick
The document summarizes issues around the organization of the 2010 Commonwealth Games (CWG) in Delhi, India. Key issues included incomplete construction at venues like Jawaharlal Nehru Stadium, poor conditions at the Games Village with dirty facilities, and the collapse of a footbridge near a venue. There were also protests against the corruption in the Games. An investigation later found a scam of Rs. 2,100 crore involving inflated contracts. Suresh Kalmadi, the Chairman of the Organizing Committee, was at the center of allegations of corruption in the Games.
The document discusses the Freshman Year Initiative (FYI) at Lehman College which includes block scheduling for incoming freshmen. It focuses on the Freshman Seminar course which aims to help students adjust to college and introduces them to liberal arts. The document discusses using Long Range Academic Planning (LRAP) and ePortfolios in the Freshman Seminar to help students plan their academic programs and develop skills. It provides details on templates and assessments of using ePortfolios in the first semester Freshman Seminar courses.
Virginia Tech's First Year Experiences program supports first-year students through various pathways and programs. It began as an accreditation expectation and aims to provide a collaborative, discipline-based environment using e-portfolios and assessments. Key elements include collaborative learning, institutional commitments, discipline-focused curriculum, and assessments aligned with essential learning outcomes. The program involves various faculty, departments, and partners across campus to provide customized instruction and support through initiatives like peer mentoring, first-year seminars, and academic advising. Assessment data shows the program helps with student transition, retention, and career preparation by developing skills like problem-solving and critical thinking.
The document contains the lyrics to the hymn "Be Still, My Soul" in three sections. Each section encourages the soul to be still and put its trust in God, who will remain faithful during times of trouble, guide the future as in the past, and bring the soul to be forever with God in heaven, where all sorrow and disappointment will be gone.
This document discusses the use of ePortfolios for outcomes assessment at a community college. It lists key stakeholders involved and notes that ePortfolios are being used across multiple departments, including the Freshman Academy for advisement. General education competencies like critical thinking are the principal focus of assessment using ePortfolios. The document outlines the assessment timeline and process, providing the SWIG program as an example where students anonymously submit de-identified work to assessors for evaluation against rubrics.
Keshub Mahindra is the renowned chairman of Mahindra & Mahindra Group of companies. He has been chairman since 1963. Mahindra & Mahindra was founded in 1945 by K.C. Mahindra and J.C. Mahindra and originally assembled jeeps. It has since grown into a large conglomerate. Under Keshub Mahindra's leadership, the company launched many new vehicles including Bolero and Scorpio SUVs. He also holds numerous other positions and has received several lifetime achievement awards for his contributions to business in India.
DRAFTMETRY Inc. is a Computer Aided Design and Drafting (CADD) Service Company. We are a support business for the Engineering Technology Industry, a business that involves the contracting of the operations and responsibilities of specific business functions for the Architecture, Engineering, and Construction Industries.
Bronx Community College is developing a general education assessment program through a series of faculty workshops. The General Education and Assessment Team leads the workshops to help faculty align course outcomes with proficiencies, develop rubrics to assess student work, and use assessment results to improve courses. Faculty participants work with mentors between workshops to bring materials back to their departments for discussion. The goal is to have faculty revise syllabi and develop assessment tools for the next semester so a continuous assessment cycle can be established. ePortfolios may also be incorporated into the assessment program.
This document summarizes discussions from a forum on faculty development for integrative eportfolios. It outlines several themes discussed, including adoption versus transformation, local versus institutional implementation, and improving faculty teaching versus student learning. Additional themes highlighted trust, redesigning systems holistically, and shifting ownership from support-driven to faculty-driven. The document also lists examples of support structures provided at different institutions, such as workshops, consulting, mentorship, and student assistance. It concludes by posing questions about prioritizing student learning in faculty development, measuring success, and next steps.
The document provides an overview of the musical career and projects of DWarren, including his early days making music in a van in Denver, Colorado, the After Touch albums he produced, and performances and collaborations with various artists such as Jerome, Walter D, Rockin McBride, and The Fungkalites. It also mentions the music studios and production companies involved.
This document presents a national developmental model for successful ePortfolio practice from the Center for Teaching and Learning (C2L). The model examines ePortfolio projects from four perspectives: integrative and social pedagogy; digital technology; outcomes assessment; and scaling implementation. For each perspective, it identifies key questions and strategies for students, faculty/staff, programs, and institutional support. The goal is to provide guidance for institutions on strategies, principles and practices that contribute to effective ePortfolio implementation across these levels.
The document discusses plans to improve transfer student support services at Lehman College. It outlines several initiatives, including developing ePortfolios for advising offices and transfer students, implementing a transfer coaching program, training faculty on ePortfolio design and assessment, and analyzing transfer student data to assess retention, persistence, and graduation rates. The goal is to enhance advising policies, procedures, and resources available to help transfer students acclimate and succeed at Lehman College.
The document discusses outcomes assessment and the use of ePortfolios at LaGuardia Community College. It describes how assessment is designed to evaluate institutional effectiveness, student growth over time, and student achievement of programmatic and general education competencies. Assessment involves reviewing student work samples from ePortfolios using developed rubrics, with results returned to programs to inform steps for improvement. The process engages an Assessment Leadership Team, administrators, faculty, program directors, faculty who work with students on competencies and portfolios, and students who deposit work for assessment.
The document discusses reflection and assessment as key elements of learning. It provides definitions and frameworks for reflection from theorists like Dewey, Moon, Mezirow, and Schön. Reflection involves intentionally thinking about experiences to gain understanding and is important for learning. Assessment is also crucial for learning as it provides feedback and incentives. The document outlines Kolb's experiential learning model and Taylor's stages of reflection, and discusses how technologies can support various forms of assessment.
Engaging all partners in reflection by kathleen rice ph dcidanegeri
This document provides guidance and frameworks for designing effective reflection opportunities for community service learning partnerships. It discusses the benefits of reflection, strategies for fostering reflection, and models for developing reflection questions. Some key points include that reflection is important for integrating disparate experiences and facilitating transformative learning; the "4 C's of Reflection" framework outlines how reflection should be continuous, challenging, contextualized, and connected; and reflection questions can be designed according to models such as ORID to elicit cognitive, affective, analytical, and application-based responses.
This document provides guidance for a 1500-word final reflective journal entry. The reflection should demonstrate self-awareness and critique through discussion of major lessons learned, feedback received, accomplishments, challenges, how the student would approach things differently, and observations of others. The reflection should balance internal thoughts with external behaviors and consider how perceptions influence problem-solving and decision-making. Students can choose to write or present their reflection creatively through video or other format. Assessors will evaluate the reflection's depth of analysis, breadth of topics covered, specificity of details, and authenticity. An outline is provided to guide students in addressing their personal learning journey, applications of knowledge, learning challenges, feedback, and insights about others.
This document discusses social learning analytics and how discourse and disposition analytics can be used to facilitate learning. Discourse analytics examines how learners engage in dialogue to construct knowledge by analyzing discussion transcripts. Disposition analytics focuses on malleable learner dispositions like learning relationships, creativity, and critical thinking. Data on interactions and discussions can provide insights into learners' dispositions and how they are developing, in order to support facilitating learning relationships and other beneficial dispositions.
An effective Mathematics teacher is a Reflective PractitionerchristopherOwuAnnan1
An effective mathematics teacher is a reflective practitioner who engages in continuous self-evaluation and analysis of their teaching practices in order to improve. Reflective practice involves deliberately reflecting on one's experiences to gain new understandings and inform future lessons. There are various reflective strategies teachers can use, such as keeping a teaching journal, collaborating with peers, and using student assessments to critically examine their practices. Being a reflective practitioner helps teachers develop deeper understanding, identify their strengths and areas for growth, and enhance their teaching skills.
The document discusses Jerome Bruner's constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and past knowledge. It emphasizes that learning should involve exploring large concepts, inquiry-based learning, and making connections between ideas. According to constructivism, knowledge is temporary, culturally mediated, and developed through language. The roles of the teacher involve posing problems, structuring learning around core concepts, seeking student perspectives, and adapting instruction based on student understanding.
Reflective Learning with E-Portfolios Mini-Institutedcambrid
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
The document outlines the agenda and topics covered in a class about narrative inquiry. The class discussed John Dewey's views on experience and education. It also covered Connelly and Clandinin's three commonplaces of narrative inquiry - temporality, sociality, and place. The class involved activities applying these concepts to classroom experiences and discussed the importance of continuity of experience. Students were assigned to keep a timeline of experiences and give an oral presentation the following week.
This document discusses future-focused inquiry and collaboration. It notes that knowledge is no longer thought of as static facts but as dynamic networks and flows. This represents a major shift with implications for education. The document encourages groups to discuss how they take a future orientation in their practice and enable collaborative leadership and intelligence. It provides characteristics of effective school collaboration, including commitment to common goals, use of inquiry cycles, and presence of challenge and critique. Overall, the document promotes collaborative and future-focused approaches to education.
Here are a few things you could do with $2 in your pocket:
- Buy a coffee or tea from McDonald's or another fast food restaurant. Many have $1 drinks.
- Purchase a snack like a granola bar, packet of crackers, chips or candy bar from the dollar store.
- Ride public transit for a few stops if you live in an area with bus/metro fares around $1-2 per ride.
- Add it to a larger amount you're saving up for something specific. Every little bit helps!
- Donate it to a homeless/panhandling person you encounter who needs help.
- Put it towards a cheap meal deal at some restaurants (e
Vare & Millican additional resources for presentation 1309Dr Paul Vare
This document outlines the Rounder Sense of Purpose (RSP) framework for assessing education for sustainable development competencies in student teachers. It describes the framework, results from reviewing student portfolios, and tensions that emerged. Key points include:
- The RSP framework focuses on 13 competencies organized into thinking holistically, involvement, practice, and reflexivity.
- A review of student portfolios found evidence that students understood the competencies, took action, and reflected on engaging with the competencies.
- Tensions emerged regarding issues like balancing breadth and depth, usability versus accessibility, and how to best teach and assess the competencies.
The document summarizes the agenda and objectives for a two-day principals' retreat focused on school culture and collaboration. The retreat aims to develop collaborative culture among principals, revisit norms of collaboration, deepen understanding of focus questions and school improvement plans, and link collaboration to professional development plans. Time is allocated for curriculum, assessment, and instruction discussions in vertical and horizontal teams. Quotes on collaboration are shared to spark reflection, and norms of collaboration are assessed and redefined to guide the principals' work.
Portfolios in Higher Education: Capitalizing on the Digital and Interactivedcambrid
This document summarizes different models and approaches for using digital portfolios in higher education. It discusses how digital portfolios can ease management, offer feedback, scaffold learning, document lifelong learning, and enable multimedia reflection. Several case studies are described that exemplify these approaches, such as using portfolios to assess writing skills, facilitate collaborative learning, and document leadership development. Challenges and benefits of these models are discussed.
This document provides guidance on reflective writing for students. It discusses the key components of reflective writing such as critical analysis, description, interpretation, and outcomes. Students are encouraged to critically analyze their experiences by considering different perspectives and synthesizing literature, policy, and theories from their field. The document reviews examples of student writing and identifies where they demonstrate description, interpretation, and outcomes. It also provides tips for language use in reflective writing, such as using first person to discuss experiences and third person when referring to literature. Students practice reflective writing by discussing a session experience. The document aims to help students structure and strengthen their reflective writing skills.
This document provides guidance on reflective writing for students. It discusses the importance of critical analysis in reflection and evaluating examples of reflective writing. Students are encouraged to synthesize methods for critical thinking, reading, and writing to create pieces of reflective writing. Good reflective writing involves description, interpretation, and outcomes. It requires critically analyzing oneself and experiences using relevant theories and considering different perspectives. Models can help structure reflection, but critical questioning and analysis of the broader context are also important. The document provides examples and exercises to help students improve their reflective writing skills.
This document discusses reflective practice and self-assessment in education. It provides definitions and perspectives on reflective practice from thinkers like Socrates, Joseph Vaughan, John Dewey, and Donald Schon. The document outlines the mindset of a reflective practitioner and presents the reflective practice cycle. It also shares York-Barr's theory of action for reflective practice, which involves pausing, openness, inquiry, thinking, learning, and action to enhance student learning. Key points are that reflective practice centers around a problem or dilemma and that reflective practice means no class will be the same.
This document discusses reflective teaching and provides an overview of key concepts and frameworks related to teacher reflection. It defines reflective teaching as carefully considering one's practices in light of knowledge and beliefs. Reflective teachers engage in both reflection-on-action, which involves understanding past events, and reflection-in-action, which occurs while teaching. The document also outlines various approaches teachers can use to reflect, including portfolios, journaling, and using Quality Teaching frameworks as a lens. Barriers to reflection like a lack of time and perceived competence are also addressed.
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The document discusses faculty development practices at Pace University and Norwalk Community College focused on ePortfolio implementation. Both schools use a cohort model of 10-15 faculty across disciplines. Pace meets faculty in "Teaching Circles" over three sessions to introduce, exchange ideas on, and plan ePortfolio use. Norwalk holds introductory workshops to generate faculty enthusiasm and understanding of ePortfolios. The discussion highlights collaborative learning opportunities and questions about connecting theory and practice. Evidence of faculty finding the programs worthwhile suggests effectiveness.
The document summarizes preliminary findings from the Connect to Learning (C2L) Core Student Survey administered in Fall 2011 and Spring 2012. It provides an overview of the survey, describes the respondent demographics, and presents frequency distributions of selected survey items related to attitudes towards ePortfolios. It also analyzes scales measuring faculty and peer feedback, and their relationship to integrative learning outcomes and students' personalization of their ePortfolios. The document concludes by discussing implications and identifying next steps to improve the survey and guide future C2L research efforts.
The document discusses redesigning the First Year Seminar course at Bronx Community College. It notes many students require remediation and have additional challenges like low income, family responsibilities, and being the first in their family to attend college. The redesign aims to facilitate student success, efficient course taking, and graduation by providing academic and social supports through the seminar. It involves collaborating across departments, training faculty, and integrating ePortfolios to promote student engagement, learning outcomes, self-assessment, and a cohesive first year experience.
The document discusses ideas for improving writing skills, critical thinking skills, and cross-disciplinary knowledge at both the local college (LC) and broader cross-campus (BCC) levels. It also presents ideas for using ePortfolios to showcase student work, share resources, and facilitate faculty involvement. Finally, it considers how to better facilitate transfer between the LC and BCC, such as through course equivalencies and establishing expectations at receiving institutions.
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Cross Campus Workshop:
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Transcribed by Huan Li, LaGuardia Community College Student Technology Mentor
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2. Why Reflection?
“The function of reflection is to make meaning, to
formulate the relationships and continuities among the
elements of an experience, between that experience and
other experiences, between that experience and the
knowledge that one carries, and between that knowledge
and the knowledge produced by thinkers other than
oneself…. The creation of meaning out of experience is
at the very heart of what it means to be human. It is
what enables us to make sense of and attribute value to
the events of our lives.”
Carol Rodgers
“Defining Reflection: Another Look at John Dewey and Reflective Thinking,”
3. Reflection & Cognition
“Perhaps the most significant message [of the new
cognitive research on learning] is the role of reflection
in learning. Learning occurs, not necessarily as a result
of the experience itself, but as a result of reflecting on
the experience and testing it against further experience
and the experience of others.”
Patricia K. Cross
Learning Is About Making Connections
8. Reflective Praxis
1.Posting practice
to our portfolios
2.Webinar
3.Examine portfolios;
use theory to analyze
& discuss
4.Implications for
practice – reflecting in
our portfolios
9. A Doorway into the
Literature 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, The
LaGuardia Journal on Teaching and Learning , v-xvi.
Rodgers, C. (2002). “Defining Reflection: Another
Look 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.
10. Dewey’s Criteria for Reflection
Carol Rogers has summarized Dewey’s
criteria for effective reflection into these
four statements:
A. Reflection as connection
B. Reflection as systematic and
disciplined
C. Reflection as social pedagogy
D. Reflection and personal growth
11. Reflection as Connection
Reflection is a meaning-making process
that moves a learner from one experience
into the next with a deeper understanding
of its relationship with and connections to
other experiences and ideas. It is the
thread that makes continuity of learning
possible.
19. Reflection as Social Pedagogy
Reflection needs to
happen in community,
in interaction with
others.
“The experience has to be formulated in order to be
communicated. To formulate requires getting outsider of [the
experience], seeing it as another would see it, considering what
points of contact it has with the life of another, so that it may be
got into such form as he can appreciate its meaning.”
John Dewey, Democracy and Education
20. Reflection and Personal Growth
Reflection requires attitudes that value
the personal and intellectual growth of
oneself and others
21. Dewey’s Criteria for Reflection
Carol Rogers has summarized Dewey’s
criteria for effective reflection into these
four statements:
A. Reflection as connection
B. Reflection as systematic and
disciplined
C. Reflection as social pedagogy
D. Reflection and personal growth
22. Your task in this step of the Online Jam is to visit each
other’s Campus Portfolios to examine, learn from, and
comment on each other’s reflective practices. As you
do so, please consider and utilize Dewey’s criteria.
What do you observe about this practice? What connections does
it help students make? What’s most interesting about it?
Based on what you know & what you see, what are the strengths
of this practice? Can you identify & highlight some elements of
the practice that make it particularly effective? What leads you
to believe that it’s effective?
Does this practice demonstrate any of Dewey’s criteria, as
outlined by Rodgers? Which one(s)? Do these criteria help us
understand or highlight the strengths of the practice? Do they
suggest ways it could be strengthened?
What are some similarities or differences between this practice
and something you do in your class, or in your project? Does it
confirm your thinking or push you to think in new ways?
23. Case Studies of Reflective Practice
Randy Bass discussing
Pace University & Three
Rivers CC
Trent Batson discussing
Tunxis CC
Judit Torok discussing
Virginia Tech
C2L discussing C2L
25. What make a reflective practice
an effective practice?
Reading campus portfolios:
What kinds of questions should we be
asking each other (and ourselves) about
effective reflection practices?
What should we be identifying as the
possible portable elements of practices
(e.g. iteration, sequencing, scaffolding,
social feedback, etc.)
26. 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 and
writer, writing process, learning gains
27. Pace University:
Single Course Writing
Portfolio
Iterative
reflection
on writing
practice
culminates
in a final
reflection
29. Pace University:
Single Course Writing Portfolio
How do prompts lead to
connections?
What kind of scaffolds
are necessary to
facilitate the kinds of
connections we are
hoping to see?
30. Pace University:
Single Course Writing Portfolio
Faculty Reflection
“I think having students
develop the ‘habit’ of
reflecting on their writing
and reading throughout
the semester enables
them to practices
reflective thinking, and
deepen their learning.”
“Certainly, reading these
reflections enables me to
appreciate students’
concerns and challenges,
and often the authentic
voice that comes through in
the blogs is quite strong.”
31. Pace University:
Single Course Writing Portfolio
what makes effective practice?
Intuitively, there seems to
be a correlation between
strong reflections and
more effective essays…
but there is need for
further research.
For example, how much
does becoming more a
reflective learner
influence students to
revise more carefully?
32. In search of effective practices of reflection…
Reflection as professional development: iterative
program-level design
N101 N102 N201 N203 N205
•Description of experience
•Focus on goals & outcomes
•Self-evaluation
•Increasingly comparative
•Social at all stages
Three Rivers
Community College
34. Foundational
Description of
experience setting
up comparison with
other work
“Backward design” of reflective practice implies that faculty think forward and
together: “All clinical faculty promote development of reflective skills.”
Three Rivers CC (Nursing)
37. Three Rivers CC: Making reflection “social”
from the beginning
Reflection as social
pedagogy begins with
entry level courses
38. Three Rivers CC: Questions that emerge from
reading
Questions:
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 there
portable practices here that could work in other kinds of disciplinary
development?
39.
Response & Analysis of
a Reflective Practice at Tunxis
Trent Batson
Connect to Learning Project
40. My Analysis
What this instructor did to elicit reflective and integrative
thinking: 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 11
weeks later: Reflection on Reflection.
41. Where does this fit in the C2L
“Possible Prompts”?
A. Reflection as connections.
B. Reflection as systematic and disciplined: Reflection is
a systematic, rigorous, disciplined way of thinking, with
its roots in scientific inquiry
Use field notes (reflections) as a scientist would: a process
of data collection, field notes, analysis over time.
43. Comments on Campus
Practices
What do you observe about this presentation? What kinds
of connections does it 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 of this practice? Can you identify and
highlight some elements of the practice that you think
make it particularly effective? What would lead you to
believe that it’s effective?
Does this practice demonstrate any of Dewey’s criteria, as
outlined by Rogers? Which one(s)? Do these criteria help
us understand or highlight the strengths of the practice?
Do they suggest ways it could be strengthened?
What are some of the similarities or differences between
this practice and something 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?
44. 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 service
oriented individuals
SERVE
“These SERVE ePortfolios
represent the Co-Curricular
Engagement portfolio”
“SERVE community members are encouraged to
be active through both service and
reflection. In their portfolios, you will find
detailed experiences of their engagement as well
as reflective pieces synthesizing their
46. 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 to
course objectives, other specific assignments (present)
Summary – How has your understanding of definitions and
theories discussed in class changed? Give concrete examples.
Step Three – Write a letter to your future self (future)
Prompt to think about the learning process
47. “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 your
ability to reflect critically on the whole of the class (readings, discussions, projects, experiences) and articulate how your views and
understanding 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 of
tracking potential learning and reflecting on the course. More specifically, the paper should include exploration of some of the following
questions:
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 and
updated 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 these
experiences/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 the
book on this class and your first semester here at VT. Write a letter to your future self (the one who, presumably, will spend the winter
break enjoying some much deserved relaxation. Catch this future self up on all you’ve accomplished and give him/her some direction into
your favorite parts of your ePortfolio, some learning points / experiences / reflections you want to highlight. Then take a minute to give
some direction on where you would like to go for your second semester here at VT. Is there some new project you would like to
initiate to address some social issue or meet some student need? Is there someone you met this semester whom you need to get to
know 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 your
views and understanding has
progressed.
This paper is a synthesis of
both theoretical and practical
constructs of reflection,
dialogue, group process,
service, and leadership
How 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 and
experiences, reflections you want to highlight.
48. Dewey’s criteria for Reflection
Dewey's 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 prior
knowledge, their own experiences and other students experiences –
through ePortfolio.
Educative experience. Broadens the field of experience (connecting
service learning and classroom); leads to intelligent action (reinforced
by 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; meaning
doesn't stand alone.
49. Every single reflection forced you to question your thoughts
and actions, and to find meaning to even to the most
seemingly insignificant things.
You gained knowledge
about yourself, like your
strengths, which you were
previously clueless about.
You have already started
to learn and come up with
ideas on your own.
There were many great experiences
you acquired, like community
service projects and bonding with
other SERVE members… but when
you look back you will realize that
the highlights during your time in
this program were all those small
steps you took in an effort to
develop a well-rounded person.
Next semester you will
continue to learn… be
sure to apply everything
you have learned… to
your leadership
involvement in the
Spring.
50. Similarities and Differences
to our project
Similarities to LaGuardia's 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 their
internships
Differences
VT assignment connects student reflections on their changing identities as first
year students to seeing themselves as active members of their community.
VT assignments pushes the reflection cycle deeper, encourages meaning-making
out of their past experiences, current learning (in classroom and outside) and
their visions for themselves in the future.
http://eportfolio.vt.edu/servegallery.html
52.
Collective Research & Analysis
Tues., March 1 – Mon., March 7
Participants: at least 2 members from each team. More welcome.
Part A. Review & Comment, in Digication Portfolios.
Part B. Asynchronous Discussion Board Exchange.
Next Steps
Post-Jam Reflective Post to Campus Portfolio
Mon-Fri, March 7-11
Participants: at least 1 portfolio post per team. More welcome.
Team (as a team or as individuals) posts a reflection in your
portfolios
53. Group A
•Manhattanville
•University of Delaware
•Long Island University
•Johnson & Wales
•IUPUI
•Tunxis CC.
Group B
•Norwalk CC.
•Pace University
•Virginia Tech
•Boston University
Queensborough 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 Studies
Groups for Portfolio
Review
54. As you review and comment on specific campus practices, via the
portfolio, please keep these questions in mind:
•What do you observe about this practice? What kinds of connections does
it 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 of
this practice? Can you identify and highlight some elements of the practice
that you think make it particularly effective? What would lead you to
believe that it is effective?
•Does this practice demonstrate any of Dewey’s criteria, as outlined by
Rogers? Which one(s)? Do these criteria help us understand or highlight
the strengths of the practice? Do they suggest ways it could be
strengthened?
•What are some of the similarities or differences between this practice and
something 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
55. Engagement and Integrative Learning >> Student and Faculty Practice >>
Reflection Practice
On the ‘Reflection Practice’ page, click ‘Show Comments and
Tags’
http://c2l.digication.com
Case Review & Commenting – How to Comment
56. Engagement and Integrative Learning >> Student and Faculty Practice >> Reflection Practice
•What do you observe about this practice? What
kinds of connections does it 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 of this practice? Can
you identify and highlight some elements of the
practice that you think make it particularly
effective? What would lead you to believe that
it is effective?
•Does this practice demonstrate any of Dewey’s
criteria, as outlined by Rogers? Which one(s)?
Do these criteria help us understand or highlight
the strengths of the practice? Do they suggest
ways it could be strengthened?
•What are some of the similarities or differences
between this practice and something 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?
•What do you observe about this practice? What
kinds of connections does it 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 of this practice? Can
you identify and highlight some elements of the
practice that you think make it particularly
effective? What would lead you to believe that
it is effective?
•Does this practice demonstrate any of Dewey’s
criteria, as outlined by Rogers? Which one(s)?
Do these criteria help us understand or highlight
the strengths of the practice? Do they suggest
ways it could be strengthened?
•What are some of the similarities or differences
between this practice and something 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 – How to Comment
57. Next Steps:
3B – Asynchronous Discussion
Board Exchange
Participants report to the large group
on one of the practices they reviewed
and the patterns they observed.
Give and take.
58. •What was the most interesting thing you learned from looking at others
practices? What seemed most promising or intriguing? Why?
•What did the homework readings and the campus review reveal about the
meaning of effective reflective practice? What patterns emerged for you?
What did you observe, for example, in terms of variations of effective
reflection according to context -- or the type of connection reflection helps
make?
•Using Dewey’s criteria (eg reflection as connection, or reflection as
systemic and disciplined), what type of reflective practice seemed most
common? Least common? Why might this be? What does this suggest
about the strengths and weaknesses of our practice? About the strengths
and weaknesses of Dewey’s 4 part framework?
•How might you define reflection at this point? Based on readings and the
examples from the C2L Campus Portfolios, how is your definition of
reflection changing?
•What questions did these examples of effective practice raise for you?
Discussion Board Exchange – Guide Questions
59. Log in to the Connections blog, then in the Connect to Learning main tab.
Click ‘Enter Forum Here’.
http://connections-community.org/c2l
Discussion Board Exchange – Getting Started
60. Click ‘C2L Spring 2011’
Then Click
‘Reflection Forum’
1
2
Discussion Board Exchange – Getting Started
61.
Post-Jam Reflective Post to Campus Portfolio
Mon-Fri, March 7-11
Reflect on your learning. We ask at least one portfolio post per
team, (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 the
conversations and comments?
•What are some of the crucial issues it raised for you? What did it
make you want to learn more about?
•How might you apply what you’ve learned to your campus plans
for next year? What could you do differently in terms of your
campus’ reflective practices? How could strengthening reflection fit
into your project as a whole?
Next Steps: 4 Guide Questions
62. Engagement and Integrative Learning >> Student and Faculty Practice >> Reflection Practice
http://c2l.digication.com
Post your reflection under:
Next Steps: 4 Guide Questions
63. Collaborative Learning
Everyone is a learner. We’re all trying to
figure it out. No one has all of the
answers
The more energy and attention we put
into this, the more we’ll learn.
Enjoy the community dialogue
Thank you for your thoughtful practice
and commentary!!!!