Topic8

= Learning Topic Eight: Reflective Thinking and Process =


 * Learning Activities ||  || 8.1 ||   || 8.2 ||   || 8.3 ||   ||

Background/Rationale
Reflection by Reid (1993) is defined as “a process of reviewing and experience of practice in order to describe, analyze, evaluate and so inform learning about practice.” True and effective learning occurs when time is required for thinking. Time to “reflect on” or evaluate the thinking and learning processes used to determine which ideas and strategies worked the best. By doing so, students can then apply their “reflections” about how they respond to future learning situations. This topic covers what is an effective reflection and then provides time for student reflection.

Learning Outcomes/Objectives
At the end of this Learning Topic, you will be able to: · Examine the components of reflection (discussion) · Reflect on and revise personal definition of Instructional Technology (learning activity) · Reflect on the components of research, universal design and the TPAK model which includes learning theories, technology and media standards, and classroom technologies (learning activity)

Readings and Research

 * Table adapted from: Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp36-7. Original document can be found at: []
 * Burns, M., Dimock, V., & Martinez, D. (Eds.). (2000, Winter). Action + reflection = learning. Tap into Learning, 3(2). Retrieved from []
 * Killion, J., & Todnem, G. (1991). A process for personal theory building. Educational Leadership, 48(7), 14-16.
 * Reflection Handout [[file:Reflection Handout.docx]]
 * Bloom's Taxonomy & effective Reflection Handout [[file:Blooms_taxonomy_and_effective_reflection.doc]]

8.1: Discussion – Effective Reflections
//**Context:** When you understand the components of a proper reflection, you are more likely to deliver a proper reflection and not just a summary. Reflections can occur throughout a lesson or unit.//


 * Task Description:**
 * Step 1:** Please read the two articles listed below
 * 1. Bloom’s Taxonomy and Effective Reflection and
 * 2. Reflection


 * Step 2**: In the Discussion Forum for this activity, post your response to these questions.
 * How do you incorporate reflection into your classroom lessons?
 * Do you think that requiring students to reflect throughout a project is a good or bad thing?
 * What recommendations would you give to students when reflecting?
 * Can you create other methods for reflection besides the written form?


 * Step 3:** Read and discuss with your colleagues providing, additional thoughts, etc.

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8.2: Discussion - Looking Back Reflections
//**Context:** With this being the last topic of the course, it is important for the student to look back and evaluate the progress made throughout the course. The following activities are arranged to assist you in reflecting on the key elements covered in this course.//

Your reflection should have three parts: summarization of the facts; analysis of ideas and evidence of understanding; and adjustments and conclusions. It should be stressed that a reflection illustrates the depth of learning and needs to be thorough enough to draw an accurate picture.
 * Task Description:** Write a different reflection for each set of questions in Steps 1 and 2.

Go back to your definition of Instructional Technology and Job Description developed in the first learning topic. Based upon the information learned during this course, write a reflection to answer the following questions:
 * Step 1: Instructional Technology Definition & Profession** -
 * What changes would you make to your original definition?
 * Has your understanding of the Instructional Technology job requirements changed throughout the course? If so, how?

Based upon the information learned during this course, write a reflection to answer the following questions:
 * Step 2: TPCK, Universal Design for Learning, Nine Essential Instructional Strategies, and Digital Equity** -
 * How has your understanding of the TPCK, learning theories, Universal Design, Essential Strategies and the Divide Equity effected your planning and classroom instruction?
 * How does your TPCK planning tool demonstrate this understanding?


 * Step 3:** Post your reflections (in one file) to the Topic8 Student Page Discussion section.


 * Assessment/Grading Criteria:**

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8.3: Discussion - Classroom Reflections
//**Context:** Learning is both an active and reflective process. As students learn by doing, constructing, building, talking, and writing, they also learn by thinking about events, activities and experiences. It is important to build into our lessons and instruction with a reflection piece.//

The Burns article discusses the use of reflection with students in the classroom. Go back to your lesson that you revised in Learning Topic 7 – Lesson Plan with TPCK Planning Tool.
 * Task Description**
 * Step 1:** Read pages 1-4 of the Burns article listed under Readings and Research.

Non-written means to develop an activity where the student doesn’t just write out the answers to the questions similar to what you did in Learning Topic 7 – Lesson Plan with TPCK Planning Tool. You have had several “non-written” reflections throughout this course such as developing your own research strategies for students in Learning Topic 2, creating the pedagogy matrix of learning theories and instructional strategies in Learning Topic 3, and developing the TPCK Planning Tool in Learning Topic 7. All of those activities required you to summarize what you understood, analyze what was learned, make connections and draw conclusions.
 * Step 2:** Create a reflection activity for your students. This reflection is to be a non-written reflection component for your lesson incorporating the suggestions from the Bloom’s Taxonomy article and the Burns articles from the Tap into Learning journal.


 * Step 3:** Post your reflection component for your lesson on the Topic8 Student Page Discussion Forum. Read and provide feedback for two your colleagues.


 * Assessment/Grading Criteria:**

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