Reflective Writing: a tool for generalization of learning in the pre-professional field experience
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Transcript of Reflective Writing: a tool for generalization of learning in the pre-professional field experience
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Brooke Blanks, Ph.D. and Debbie Bays, Ph.D.Sarah Crossett, Jillian Ellis, Katlyn Hundley, Nicole Munson
Radford University, School of Teacher Education and Leadership
4th AnnualConference on Higher Education Pedagogy
February 8, 2012
REFLECTIVE WRITING: A TOOL FOR GENERALIZATION OF
LEARNING IN THE PRE-PROFESSIONAL FIELD EXPERIENCE
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REFLECTION
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OVERVIEW OF THE LITERATURE
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North Carolina Teacher Reflection Cycle
Helen Barrett Peter Pappas
THE MODEL
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TEACHING REFLECTIVE WRITING: A DIALOGUE
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What do you recall about our first seminar and the instruction on the reflective cycle?
STUDENTS’ PERSPECTIVES
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THE WRITING PROMPTS
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How was the reflective cycle and writing to structured prompts different from your previous
experiences with reflective writing?
STUDENT PERSPECTIVES
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EFFECTIVE AND INEFFECTIVE PROMPTS: MULTIPLE PERSPECTIVES
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Instructors Students
What effect did our feedback on your reflective writing throughout the semester have on you?
Did you perceive that supervisors followed up on items from your reflections during their supervisory visits?
FEEDBACK
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NEXT STEPS
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QUESTIONS AND DISCUSSION
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Dewey, J. (1910). How we think. New York: Heath & Co.
Moon, J. (1999). Reflection in Learning and Professional Development. London: Kogan Page.
Zubizarreta, J. (2004). The Learning Portfolio. Bolton, MA: Anker Publishing
Zubizarreta, J. (2009). The Learning Portfolio: Reflective Practice for Improving Student Learning, Second Edition. Jossey-Bass
Zull, J. (2002) The Art of Changing the Brain. Sterling, VA: Stylus Publishing
REFERENCES