Submitting Campus

Worldwide

Department

Center for Teaching & Learning Excellence

Document Type

Presentation

Publication/Presentation Date

Fall 11-7-2015

Abstract/Description

Formative self-reflection helps bridge the gap for our growing diverse student population and aids differentiated learning. The self-reflection practice is instrumental in making personal connections necessary to bridge that gap. It also provides an opportunity to adjust current and future courses to improve student learning outcomes. In this session, participants will collaborate and design formative self-reflection questions with at least one diversity question to assist in this process. Then, appropriate data collecting mediums for various academic subjects will be discussed. Each participant will take home a Formative Self-Reflection Guide that can be easily modified for any course at any level.

Location

San Francisco, CA

Additional Information

1. Conceptual framework. Often times, faculty's only feedback resource is end-of-course student evaluations where a handful of students complete a generic survey. The survey results may be vague in explaining lesson shortcomings or worse, identify problems that could have been easily fixed at the onset with a quick email to instructor. Either way, summative reflection does not address the issues at hand. This is where formative reflection can help. One of the founding philosophers of constructivism, John Dewey, espoused teachers should reflect upon their own lessons and teaching style; it is in this reflection activity that the most important quality, effective teaching, is created (Yost, Sentner, & Forlenza-Bailey, 2000). In Youssef's (2012) case study, the theory of constructivism was applied to formative reflection practices of faculty. This study demonstrates the benefits of using structured feedback instruments to collect timely feedback from students to assist in timely intervention (Youssef, 2012).

2. The session participants will be able to:

  • Demonstrate knowledge of Formative Reflection Guide components and research-based best practices.
  • Collaborate with peers to develop course learning perception questions that reflect diversity and differentiated learning opportunities.
  • Debate pros and cons of various medium methods.
  • Create a Formative Reflection Guide deliverable for course implementation.

Formative Self-Reflection Guide.pdf (254 kB)
Self-Reflection Guide Template

Formative Self Reflection Guide EXAMPLE.pdf (274 kB)
Self-Reflection Guide Example

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