FLC Proposal for 2022

Teaching Reflective Practice: Strategies for Success-

Empowering Students to Critically Reflect

 

Abstract

Research shows reflective practice can help students integrate academic and life experiences in meaningful ways: they make connections, problem-solve, and better understand themselves as thinkers and learners. However, because reflection takes different forms, it can be challenging to define, teach, or assess. By structuring reflective practice more clearly in coursework, instructors can help students move beyond the level of ‘understanding’ content to a higher level of critical reflection.

Participants will have the opportunity to:

  • explore several reflection models / frameworks and identify one that best aligns with their course, program outcomes, and discipline.
  • use the framework to scaffold reflection steps and prompts.
  • develop a rubric that clearly indicates the expectations of a reflection activity.
  • experience the steps of a reflection model/ framework by creating an example for students to use.

This mini FLC will engage participants in developing or revising the ways they guide students in becoming more skillful at reflective practice.

 

Please describe the proposed topic and how it addresses UNE’s Strategic Plan

This proposed FLC topic addresses Strategic Plan Priority 1: Exceptional Teaching and Learning, in particular, “…by asking students to reflect critically on (learning) experiences, during and afterward, we will help them reinforce the connection between classroom and hands-on learning, enhancing both.” The importance of academic and professional reflective practice is well documented in educational literature, and the need to explicitly teach students how to do it critically is also acknowledged.  Reflective models and practices vary according to discipline and purpose. As faculty use frameworks to clarify the role reflection plays in their instruction, they will be better able to design activities to help students connect learning across different academic experiences.

 

Teaching Reflective Practice: Strategies for Success

This proposed FLC topic addresses Strategic Plan Priority 1: Exceptional Teaching and Learning, in particular, “…by asking students to reflect critically on (learning) experiences, during and afterward, we will help them reinforce the connection between classroom and hands-on learning, enhancing both.” The importance of academic and professional reflective practice is well documented in educational literature, and the need to explicitly teach students how to do it critically is also acknowledged. Reflective models and practices vary according to discipline and purpose. As faculty use frameworks to clarify the of role reflection in their instruction, they will be better able to design activities to help students connect learning across different academic experiences.