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- Critical and Reflective Thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.
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Critical and Reflective Thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.
- Guidelines For Integrating Reflections Into Your Course
- Choose Prompts That Suit Your Goals
- Support
- Resources
- References
Incorporating the following characteristics into the design of your reflective activities can help make the reflective process as effective as possible. Create Curiosity. When students learn new concepts or subject matter, they often experience a sense of uncertainty and disequilibrium until they can make sense of the new information. Critical refl...
Use language that suits your course and discipline. The term ‘reflection’ has come to mean different things to different people (Rodgers, 2002). Use a term that makes sense to your discipline. Science students might roll their eyes if asked to reflect on personal development in a chemistry course. Is there a term that your discipline uses instead o...
If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Supportpage to find the most relevant staff member to contact.
AAC&U Integrative Learning VALUE rubrics retrieved from https://www.aacu.org/value-rubricsHabits of Mind: The Questions Intelligent Thinkers Ask that Help Them Solve Problems and Make Decisions retrieved from https://www.edutopia.org/pdfs/stw/edutopia-stw-assessment-high-sch-humanities-...Sample reflection questions retrieved from https://www.edutopia.org/pdfs/stw/edutopia-stw-replicatingPBL-21stCAcad-reflection-questions.pdfTeaching Metacognitive Skills CTE tipsheet retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/metacognitiveAsh, S.L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(1), 25-48.Boss, S. (2009). High tech reflection strategies make learning stick retrieved from http://www.edutopia.org/student-reflection-blogs-journals-technologyDewey, J. (1916/1944). Democracy and education: An introduction to the philosophy of education. New York: The Free Press.Kalman, C.S., Sobhanzadeh, M., Thompson, R., Ibrahim, A., Wang, X. (2015). Combination of interventions can change students’ epistemological beliefs. Physical Review Special Topics Physics Educatio...Jul 30, 2014 · Many of us would support the importance of fostering critical reflection in the classroom – for both instructors and students. As highlighted by Brookfield (1995), there are many benefits to engaging in critical reflection including: gaining new perspectives and understandings;
“critical thinking is informed by reflection” and use it synonymously with “reflective learning”. The authors state that “[a]lthough it is possible to think without either reflecting or learning, thought that involves critical reflection involves learning.” (1990 p. xvii) Thus, while critical
In a nutshell, a reflective practice is a self-study in which we consider alternatives to our actions, with an awareness of our own biases about teaching, about ourselves, and about our students.
Jun 28, 2024 · Critical reflection is active personal learning and development where you take time to engage with your thoughts, feelings and experiences. It helps us examine the past, look at the present and then apply learnings to future experiences or actions.
Critical reflection is the process by which adults identify the assumptions governing their actions, locate the histori-cal and cultural origins of the assumptions, question the meaning of assumptions, and develop alternative ways of acting (Cranton, 1996).
