Entry 4
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The document provides guidance for candidates on selecting accomplishments to include in Entry #4 of the National Board Certification process. It emphasizes choosing accomplishments that demonstrate student learning and impact. Participants engage in activities to distinguish between routine and significant accomplishments, brainstorm potential accomplishments, and interview each other about accomplishments. The document stresses providing clear, consistent, and convincing evidence of student learning through specific examples and documentation.
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Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
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This document provides guidance on writing the findings and discussion chapters of an undergraduate dissertation. It explains that the findings chapter should present the results of the research study using tables, graphs and extracts. The discussion chapter should interpret the findings, compare them to previous literature, and explain their implications. The document provides examples of quantitative and qualitative results and advises using hedging language and clear linking to show how the findings contribute to the research aims. Students are guided to think about how to structure their discussion as a logical argument that tells the 'story' of their research.
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Entry 4
- 1. Documented Accomplishments: Understanding What is Valued in Entry #4
- 11. Under what category might this activity fall? Why might you have chosen this activity for your students? How might your students have benefited from this experience? What might this experience have been important to your students? What might be the long-term impact on your students? What might be the short-term impact on your students? In what ways might you know the activity impacted student learning? What things might you have heard that led you to believe students learned that? What things might you have seen that led you to believe students learned that?
- 12. How do you decide how many accomplishments to submit? What are the requirements? What allows me to show the strongest evidence of student learning/impact?
- 14. Create a graphic organizer with the people at your table to illustrate the quality of evidence required for an accomplished response (4) and an unaccomplished response (2).
- 24. Thank you for coming. We hope we provided you with helpful information. Please share your thoughts on what we did right and how we might improve future sessions.