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Reflection for Learning

Reflection for Learning
Site Always Under Construction This website has been developed by Helen Barrett and Jonathon Richter of the University of Oregon's Center for Advanced Technology in Education, to support reflection for learning in education, from early childhood through higher education and into the professions. Reflection is the hallmark of many thoughtfully developed portfolios. Reflections on the products within a portfolio allow the audience to understand why these items were chosen to represent the student and his / her capacities and can provide some of the best indicators of student growth. However many students often have a difficult time thinking about their own learning when confronted by teachers to do so without guidance or support. When asked to reflect on their learning, students often don't know quite what to say or write - as much of the thinking that has gone on has been either subconscious or nonverbal. Notes and Reflections

Related:  Métacognition

Developing reflective practice in LIS education: The SEA-change model of reflection - White Rose Research Online Sen, B.A. (2011) Developing reflective practice in LIS education: The SEA-change model of reflection. Education for Information. ISSN 0167-8329 (In Press) Full text available as: This paper presents the SEAchange model of reflection. It was developed to support the growing interest in reflective practice within the library domain.

Balancing 2 Faces of ePortfolios Reflection takes place at several points in time: when the piece of work (an artifact) is saved in the digital archive (a contemporaneous reflection while the work is fresh on our minds... or reflection in the present tense)... thus the role of a blogging tool; and when (and if) this piece is included in the more formal presentation/showcase or summative assessment portfolio. The reflection written at this later point of time is more summative or cumulative, providing a much broader perspective on a body of work that represents the author's goals for the showcase portfolio.. reflection in the past tense. Technologically, selection would involve creating a hyperlink to specific blog entries (reflection) which may have documents (artifacts) as attachments. Finally, once we have looked back over our body of work, then we have an opportunity to look forward, setting a direction for future learning through goals... reflection in the future tense. GoogleApps Version Google Apps Version

Why Reflect? - Reflection4Learning It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners. What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? Reflective writing: a management skill - White Rose Research Online Sen, B.A. (2010) Reflective writing: a management skill. Library Management , 31 (1-2). pp. 79-93. ISSN 0143-5124 Full text available as: Purpose – The purpose of this paper is to analyze students' reflective writing in terms of identifiable outcomes and explore students' thoughts on reflection and reflective writing as a process. Design/methodology/approach – A mixed methods approach is taken with a qualitative analysis of 116 written reflections from MA Librarianship studying management over an eight-month period.

ePortfolios and Reflection - ePortfolios with GoogleApps John Dewey (1933) discusses both retrospective (for analysis of data) and prospective modes of reflection (for planning). Beck and Bear (2009) studied reflection in the teaching cycle, comparing how pre-service teachers rated the development of their reflection skills in both formative and summative e-folios.The results of this research showed that: ...formative e-folios were rated as superior to summative, in terms of general reflective skill supporting teacher development, improved assessment role competencies, greater understanding of connections betwen assessment and planning, and relatively high value placed on teacher peer collaboration. (p.2)

Metacognition: The Gift That Keeps Giving Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. They have written several books, including Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course.

The Centre for Excellence in Media Practice Moon, J and England, P (1994) The development of a highly structured workshop in health promotion, J.Inst Health Education 32, 2 p41. Moon, J (1994) A survey of postgraduate courses in health education / promotion: a report on their current state, Health Education Journal 53. 100 - 106. Moon, J (1994) A Simple Guide to Stress at Work. 23 page booklet published by Health Promotion Wales, Cardiff Moon, J (1995) The description of levels in higher education: a discussion paper to support development of level descriptors for higher education in Wales. Cardiff, Wales Access Unit (unpublished) Moon, J (1995) Quality assurance in a Welsh credit framework and case studies in quality assurance for credit, Cardiff, Wales Access Unit, Cardiff

NetworkEd UBC What’s Delicious? Delicious makes it easy for you to have a single set of portable bookmarks which can be accessed elsewhere through the internet. More than that, it’s a social bookmarking service so you can tag, save, organize, search and share bookmarks through the web. Like what so-and-so is posting on the art of bread? You can view more of so-and-so’s links and learn as much as you want on bread as your heart desires. The main strengths of this bookmarking? Engaging Brains: How to Enhance Learning by Teaching Kids About Neuroplasticity Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. They have written several books, including Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Enhancing Student Commitment

Reflective writing This guide is part of a series looking at particular areas of learning that are relevant to practice-based study modules. It explores how to write an assignment which is based upon, or includes, reflective thinking, and has advice on: You can also download a printable (PDF) version of this guide on Reflective writing (designed to be printed double-sided on A4 paper, then folded to make an A5 leaflet).

The Best Posts On Metacognition Helping students strengthen their understanding of metacognition — thinking about their thinking — is an important goal of my teaching. And I’ve written a lot about it. I thought it would be helpful to gather all of those posts in one “The Best…” list. Here are My Best Posts On Metacognition: Want to improve your problem-solving skills? Try metacognition Today’s post is by Anne-Lise Prigent the editor in charge of education publications at OECD Publishing French poet Paul Valéry once expressed his love for mathematics: “I worship this most beautiful subject of all and I don’t care that my love remains unrequited.” Unrequited love, or, all too often, a big stumbling block that inspires fear and defiance, mathematics are usually not seen as an excuse to have fun.

Excellent Rubric for Using Digital Portfolios in Class December 22, 2014 Planning to integrate digital portfolios in your instruction? This list of tools is a good place to start with. It contains some useful web applications that you and your students can use to easily create e-portfolios. Using e-portfolios with your students has several educational pluses that include:

Hands-Off Teaching Cultivates Metacognition As a teacher, you put a lot of thought into how to make your class and the material as accessible and engaging as possible. You think about what you know, and how you first learned it. You think about what your students already know, and how to use that knowledge as the foundation for what you're about to teach. And, as if that's not enough, you think about how to make your content so engaging that no matter what else is happening (lunch next period, upcoming prom, or the latest social media scandal among the sophomores), your lesson will hold your students' attention. All that thought goes into a lesson, and still there are students spacing out during class or seeming to fall behind.