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Generate, deepen, critique, and document learning
- Reflection is not a superficial process of introspection. Rather, it is an evidence-based, integrative, analytical, capacity-building process that serves to generate, deepen, critique, and document learning. Additionally, the development of reflective skills is central to students’ academic and professional development within a discipline.
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Reflective journal writing allows teacher candidates to construct their own understanding of the critical nature of the classroom environment, which is instrumental in providing a context for children’s learning.
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Dec 17, 2020 · Reflection is important in teaching -- it prompts investigation of values, beliefs, & biases as teachers work to engage & transform students.
- 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...reflection, such as an instructor or a mentor, the student should provide the reader with information to help them understand the student’s experience. This can be accomplished by including the following components: Temporal Progression Relevance A reflection is an account of learning at a point in time, which is impacted by such things
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;
In the context of Billett’s explanation, reflection as described by Larsen et al, . can play an important role in several aspects of learning from practice: it promotes active engagement and making meaning of experience; it can increase intentionality, and it also focuses learners on using their reflections as a means to guide their future ...
Jun 13, 2018 · In more general terms, reflection is important for interpreting and internalizing academic activity (Karm, Citation 2010), and it serves as a way of questioning and sharing underlying assumptions, and improving team performance (Gordijn, Eernstman, Helder, & Brouwer, Citation 2018).
