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Definition
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Reflection is a mental process which, applied to the act of
learning, challenges students to use critical thinking to examine presented information, question
its validity, and draw conclusions based on the resulting ideas.
This ongoing process allows the students to narrow possible solutions and eventually form a
conclusion. The result of this struggle is achieving a
better understanding of the concept. Without reflection,
learning ends "well short of the re-organization of thinking that 'deep' learning
requires" (Ewell, 1997, p.9). Effective learning situations require time for thinking. Students
also reflect on themselves as learners when they evaluate the thinking processes they used to
determine which strategies worked best. They can then
apply that information about how they learn as they approach learning in the future.
Checklist of
Observable Behaviors
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___ 1. Metacognition (Donovan,
Bransford, & Pellegrino,
1999, p.14): This internal dialogue
that individuals
develop on their own helps build the
skills of
predicting learning outcomes and
monitoring
comprehension.
___ 2. Transfer of knowledge (Donovan et
al., 1999, p.6): Students extend
what they have
learned in one context to a new
context.
___ 3. Analogical reasoning (Donovan et al., 1999, p.13): Students
compare
and contrast what is known and familiar in order to
find meanings and solutions applicable to the
particular context.
References
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Donovan, S., Bransford, J., & Pellegrino, J. (Eds). (1999). How people learn: Bridging
research and practice. National Academy of Sciences [On-line]. Available: http://bob.nap.edu/html/howpeople2/
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Ewell, P. T. (1997).
Organizing for learning: A point of entry. Draft prepared for discussion at the 1997 AAHE Summer Academy at Snowbird.
National Center for Higher Education Management Systems (NCHEMS). Available: http://www.intime.uni.edu/model/learning/learn_summary.html
Example
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“Celebrating Diversity in Iowa Schools” is a sociology
lesson designed for junior/senior students in high
school to give them cultural experiences beyond the school walls, to celebrate diversity in Iowa,
and to learn how to organize and facilitate large group meetings.
For a final project, the students will research, organize, and facilitate an ICN (Iowa
Communication Network) Diversity Conference in which students from across the state will share
cultures, attitudes, and ideas to celebrate Iowa’s diverse population.
This topic involves students’ abilities to reflect on their previous experiences of
encountering other cultures.
In preparing the class, the instructor conducts a reflection-based
discussion to brainstorm general ideas, topics, and concepts related to the basic idea of diversity
and how that idea is changing. Students will discuss differences in society, religion, beliefs,
ethnicity, rural versus urban life, conflicts within diversity, media focus on negative or positive
aspects of diversity, stereotypes, preconceived notions, and the characteristics of an area’s
culture.
The teacher asks the students to share their personal
experiences of traveling to large metropolitan cities in the United States, as well as various
European countries. In the process, reflection
occurs frequently as the students share their personal stories.
The students are asked specifically to reflect on the fears and questions they had as
well as the adjustments they went through when experiencing the new cultures.
During this process, the instructor asks them to link the previously discussed general
notions on culture and diversity with very particular situations, such as Iowa culture and its
reflection in their schools’ culture.
Reference
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Pralle, S.
(2000). Celebrating diversity in Iowa
schools [Video]. INTIME:
Integrating New Technology Into the Methods of Education. [On-line].
Available:
Integrating New Technology Into the Methods of Education. [On-line].
Available: http://www.intime.uni.edu
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