Submitting Campus
Worldwide
Department
Center for Teaching & Learning Excellence
Document Type
Presentation without Video
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.
Sponsorship/Conference/Institution
Professional and Organizational Development (POD) Network
Location
San Francisco, CA
Scholarly Commons Citation
Martino, L. (2015). Faculty Formative Self-Reflection Tools and Best Practices. , (). Retrieved from https://commons.erau.edu/publication/330
Self-Reflection Guide Template
Formative Self Reflection Guide EXAMPLE.pdf (274 kB)
Self-Reflection Guide Example
Included in
Higher Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons
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: