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Teaching Tips from Your TCC


Student Reflection Motivates Learning

The following information is from Tracy Wyant’s presentation at the Winter Teaching Institute at the Damon City Campus, sponsored by the Education Department and Teaching and Creativity Center, on January 8, 2014.

Reflection motivates students because it challenges them to connect class activities to course objectives and to develop higher level thinking and problem solving. In addition, by participating in reflective thought, learners are aware of and in control of their learning:  assessing what they know, what they need to know, and how they bridge the gap between the two. Students are also motivated by taking responsibility for their learning.

Suggestions for quality reflection:

Schedule regular opportunities for guided and purposeful individual and group reflection throughout the semester
Provide emotionally supportive environments in the classroom encouraging reevaluation of conclusions
Regularly, review the learning situation: what is known prior to instruction, what do students want to learn, what is learned as a result of a lesson?

Prompt students’ reflection by asking questions that seek reason and evidence
Ask students to assess their own work and the work of their peers with a rubric often. They will be able to see growth in themselves and others

The following list prompts for motivational reflection may be useful:

•       What was the one most useful thing you learned in this assignment, course, or program? Why is it the most useful?  How will you use it in the future?

•       What suggestions would you give other students on ways to get the most out of this assignment, course or program? Explain why.

•       In what area did you improve the most?  How are you measuring that growth?

•       List three ways you think you have developed or grown as a result of this assignment, course or program.  Explain how you are measuring that growth.

•       What problems did you encounter in this assignment, course or program?  How did you overcome these problems?

•       What assignment of this course or program was your best work?  Why?

•       Draw a sketch that demonstrates ________________

For more reflection activities, please see the attachment, “Reflection Activities,” based on Reflection for the College Classroom by Julie Hatcher and Robert Bringle (1996, Indiana University-Purdue University at Indianapolis).

Julie Damerell
Transitional Studies
02/11/2014


Attachments:
icon REFLECTION ACTIVITIES.pdf