When I first started getting exposed to interfaces, I too was confused about their relevance. For example -- say you have a SIM game and have the following classes:
Costa and Bena Kallick Chapter Learning Through Reflection by Arthur L. Costa and Bena Kallick A defining condition of being human is that we have to understand the meaning of our experience. We also view these happenings simply as the experiences they are, not as opportunities for learning.
Instead, we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection. Reflection has many facets.
For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.
Reflection involves linking a current experience to previous learnings a process called scaffolding. Reflection also involves drawing forth cognitive and emotional information from several sources: To reflect, we must act upon and process the information, synthesizing and evaluating the data.
In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something. Valuing Reflection The art of teaching is the art of assisting discovery.
They organize instruction so that students are the producers, not just the consumers, of knowledge. To best guide children in the habits of reflection, these teachers approach their role as that of "facilitator of meaning making. The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it, and apply the learnings to other contexts and settings.
Learning becomes a continual process of engaging the mind that transforms the mind. Unfortunately, educators don't often ask students to reflect on their learning. Thus, when students are asked to reflect on an assignment, they are caught in a dilemma: How do I 'reflect'?
I've already completed this assignment! Why do I have to think about it anymore? Setting the Tone for Reflection Most classrooms can be categorized in one of two ways: Each of these teaching environments sets a tone and an expectation.
For example, when students work actively in groups, we ask them to use their "six-inch" voices. When we ask them to attend to the teacher, we also request that they turn their "eyes front. Teachers must signal a shift in tone when they ask students to reflect on their learning.
Reflective teachers help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing, step away from their work, and ask themselves, "What have I or we learned from doing this activity?
Others ask for silent thinking before students write about a lesson, an assignment, or other classroom task. In the reflective classroom, teachers invite students to make meaning from their experiences overtly in written and oral form.
They take the time to invite students to reflect on their learnings, to compare intended with actual outcomes, to evaluate their metacognitive strategies, to analyze and draw causal relationships, and to synthesize meanings and apply their learnings to new and novel situations.
Students know they will not "fail" or make a "mistake," as those terms are generally defined. Instead, reflective students know they can produce personal insight and learn from all their experiences. Guiding Student Reflection To be reflective means to mentally wander through where we have been and to try to make some sense out of it.
Most classrooms are oriented more to the present and the future than to the past.Scholarly writing is also known as academic initiativeblog.com is the genre of writing used in all academic fields. Scholarly writing is not better than journalism, fiction, or poetry; it is just a different category.
Perhaps the main difference between a personal reflection and a critical review is, when writing a personal reflection you focus on how you interacted with the text and how you changed as a result. Whereas a critical review focuses on evaluating the usefulness of the text (or a process) in general (or academic) terms.
Chapter Learning Through Reflection.
Does not drag writing out. Uses descriptive words. Through this experience, the teachers realized that the questions they asked might limit students' responses.
They reminded themselves that the purpose of reflection is threefold: Here is one example from my writing to show you what I mean. About the Author Melanie Beckler Melanie Beckler is an internationally acclaimed best-selling author, channel, and founder of initiativeblog.com Her books, Angel Messages, Angel Courses and CD's provide a direct link to the love, frequency & wisdom from the Angelic and Spiritual Realms for people around the world.
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To get started download the app. Essays included in app are: What leadership means to me -What does health mean to me -The Self Reflective Essay About Writing -Profile Of A Web Designer -Personal Journey Into Medicine -How do sociology and psychology .