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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. On this site, there are links to scaffolding and support for reflection across the educational spectrum, from elementary school through higher education. Notes and Reflections Goal Setting pagei spent a day working on the Goal Setting page. it has a lot of good content. i found some good Kindle books. 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.

Élèves en difficulté et métacognition : qu'en disent les neurosciences ? On observe que les élèves en difficulté ont du mal à produire une réflexion métacognitive. La métacognition serait-elle trop difficile pour cette clientèle ? Peut-être que ce n’est pas pour eux ? Suite à une question soulevée par l’une de nos participantes à l’atelier TIC et métacognition tenue à l’AQUOPS en 2009 : « Pourquoi les élèves en difficulté ont-ils tant de mal à effectuer une réflexion métacognitive », nous avons cherché à y répondre. La réponse que nous avons trouvée est très encourageante. Apprendre La conception que nous avons de ce qui ce passe dans la tête d’un élève lorsqu’il apprend provient des grandes théories de l’apprentissage qui font encore autorité en ce moment : cognitivisme, constructivisme, socioconstructivisme. le cognitivisme [1] s’intéresse au processus de traitement de l’information lié à l’apprentissage et aux stratégies cognitives qui sont efficaces ou inefficaces dans ce processus. Comment rétablir ces fonctions du cerveau et rendre l’élève conscient ?

Videos Hans Rosling explains a very common misunderstanding about the world: That saving the poor children leads to overpopulation. Not only is it not right, it’s the other way around! The world might not be as bad as you might believe! “Don’t Panic” is a one-hour long documentary produced by Wingspan Productions and Read more … Hans Rosling is debunking the River of Myths about the developing world. By measuring the progress in the once labeled “developing countries”, preventable child mortality can be history by the year 2030. Instead of studying history one year at the university, you can watch this video for less than five minutes. Explaining the global vaccination programs is NOT a party-killer! Is there a relation between religion, sex and the number of babies per woman? What was the greatest invention of the industrial revolution? Hans Rosling uses Gapminder bubbles in CNN Global Public Square to show US converge with other countries. TED-talk at the US State Department. The urban challenge.

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. Findings – A significant relationship is found between seven of eight outcomes tested; academic learning, the need for self-development, actual self-development, critical review, awareness of ones' own mental functions, decision making and empowerment and emancipation. Practical implications – Reflection and reflective writing as a management skill has potential benefits for personal and professional development and improving work-based practice.

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? Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. The major theoretical roots of reflection can be found in John Dewey, Jürgen Habermas, David Kolb, and Donald Schön. Zull’s overlay of Kolb’s Experiential Learning Model over the structure of the brain (p.18, shown above), and Jennifer Moon’s further elaboration (shown on the right), provide further support for the importance of reflection in supporting deep learning. Even if we were able to decrease our emphasis on speed and information and increase the possibilities for reflection, we still would have to give our students the kind of experience that would produce dreams-- experiences that engage their emotions.

Plagiarism Checker - the most accurate and absolutely FREE! Try now! Jenny Moon | The Centre for Excellence in Media Practice | People > Jenny Moon 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 *Moon, J (1995) A Handbook on the Development of Foundation Courses in Health Promotion. Moon, J (1995) Credit in higher education: the implications for staff development. Moon, J (1995) The Description of levels in higher education.

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. Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. Metacognition in the Brain How to Teach Students to Be More Metacognitive

Organize your writing, J.K. Rowling style The website /Film reported on Friday about author J.K. Rowling’s method for organizing her books. Using pen, notebook paper, and a simple grid, she plotted out the direction of her stories. Pictured here is the chart for chapters 13-24 of Harry Potter and the Order of the Phoenix: (Note: /Film includes a larger version on their site for detailed reading.) The grid outlines the chapter, month, chapter title, explanation of how that chapter relates to the over-arching plot of the book, and then columns for each of the book’s six subplots (prophecies, Harry’s romantic interests, Dumbledore’s Army, Order of the Phoenix, Snape and crew, and Hagrid and Grawp). When constructing memos, documents, short stories, novels, or whatever it is you’re writing, do you map out where you’re going and all that you want to include?

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 challenges of reflective writing Reflective writing involves an exploration and explanation of an event. Follow the guidelines for your course. back to top Key features of reflective writing Reflective writing is a way of processing your practice-based experience to produce learning. 1) It integrates theory and practice. 2) It identifies the learning outcomes of your experience. back to top Using academic evidence in reflective writing You are aiming to draw out the links between theory and practice. - Be selective: Identify challenging or successful parts of the encounter. 2) Reflect.

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 Explicitly teaching students about neuroplasticity can have a transformative impact in the classroom. Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013). The force behind this cycle is students' belief that they can get smarter through study and practice, which enhances their commitment to persist in the hard work that learning sometimes requires. Strategies for Engagement License to Drive Going BIG Notes

11 Rules for Better Writing The other day I was asked to take part in a MOOC. If you haven’t heard the term yet, you will soon. MOOCs – Massive Online Open Courses — are speedily revolutionizing higher education, because they have the capability to deliver top-level teaching via the web to thousands of people, for free. Anyway, this particular MOOC, taught by Professor Denise Comer of Duke University, is entitled English Composition I: Achieving Expertise. Here’s the basic problem: people think that writing is this: When in reality, it’s more like this: This happens to be Proust, but it could be Orwell or Austen or Whitman or Hemingway, who wrote no fewer than 47 different endings for A Farewell to Arms. So with that in mind, I’d like to offer the following carpenter’s rules that I’ve developed over the years. 1) Know the difference between a topic and a story, which is this: A topic sits still, and a story moves. Rate This (21 votes, average: 4.67 out of 5) Loading ... Share This

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: How People Learn:Bridging Research and Practice is a new book from The National Academy Of Sciences and can be read for free online. Do Students Know Enough Smart Learning Strategies? Metacognition and Student Learning is from The Chronicle on Higher Education. Bringing Metacognition into the Classroom is by Lizzie Pinard. The Importance Of Explaining “Why” My top ten learner autonomy and metacognition resources is from Lizzie Pinard. Coming up with explanations helps children develop cause-and-effect thinking skills is a report from Science Daily on a new study. The role of metacognition in language learning is by Lizzie Pinard. Metacognition is from The Center For Teaching. Feedback is welcome. Related

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. Maths can help us acquire life skills that are essential. A new OECD publication, Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies, shows that the time has come to introduce innovative instructional methods. College professors often point out that their students never learnt how to learn. Yet, there is an engine we can use for that and it is called metacognition, which means “thinking about your thinking”, and regulating it. Metacognition is about taking ownership of your learning and maximising it. How does it work? Audio Player Useful links

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