Proposal Title
Using and assessing reflective practice: A practical guide
Session Type
Reflective Practice
Room
FNB 1200
Start Date
5-7-2019 2:15 PM
Keywords
Reflective Practice, Experiential Learning, Student Reflection, Formative Assessment
Primary Threads
Evaluation of Learning
Abstract
With the continued move to explore experiential learning (EL) across post-secondary institutions, universities have been supportive of those departments and faculty determined to explore opportunities to develop or re-design existing courses in a manner that supports EL. Although the logistics of establishing an EL program are challenging, the scholarly literature is supportive of its efficacy. Across most of the scholarly debate, one attribute of successful EL programming involves the implementation of Reflective Practice (RP). While RP is emphasized as an important component of EL programming, little direct support on how to apply effective RP is available (Asfeldt, Hvenegaard, & Purc-Stephenson, 2018). Brookfield (1995, 1998) established a framework for how to employ RP in an effective manner but here again, the focus aimed at the theoretical or philosophical approach rather than an effective “How To?” methodology. This presentation describes a protocol for how to imbed an RP component into a course by detailing a step by step approach on how best to engage students in the pursuit of RP. The key to this intervention is to provide students with an overview of the scholarship underpinning RP and in so doing encourage them to view reflection as deeply supportive of academic and personal growth. This presentation includes an example of a sample lecture/tutorial including deep-reflection models (e.g., student reflection survey). Finally, a method (Kember et al., 2008) for how best to formatively assess the output of student work regarding RP specific tasks in science is discussed.
Elements of Engagement
The session will provide an overview of a Reflective Practice (RP) workshop and will also include an RP specific survey used to gauge student assumptions of reflection. The audience will be invited to play the role of the student and explore the methodology through various exercises. In addition, an overview of how to assess RP using a formative approach will be reviewed. I want the session to focus on open discussion of the approach.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Using and assessing reflective practice: A practical guide
FNB 1200
With the continued move to explore experiential learning (EL) across post-secondary institutions, universities have been supportive of those departments and faculty determined to explore opportunities to develop or re-design existing courses in a manner that supports EL. Although the logistics of establishing an EL program are challenging, the scholarly literature is supportive of its efficacy. Across most of the scholarly debate, one attribute of successful EL programming involves the implementation of Reflective Practice (RP). While RP is emphasized as an important component of EL programming, little direct support on how to apply effective RP is available (Asfeldt, Hvenegaard, & Purc-Stephenson, 2018). Brookfield (1995, 1998) established a framework for how to employ RP in an effective manner but here again, the focus aimed at the theoretical or philosophical approach rather than an effective “How To?” methodology. This presentation describes a protocol for how to imbed an RP component into a course by detailing a step by step approach on how best to engage students in the pursuit of RP. The key to this intervention is to provide students with an overview of the scholarship underpinning RP and in so doing encourage them to view reflection as deeply supportive of academic and personal growth. This presentation includes an example of a sample lecture/tutorial including deep-reflection models (e.g., student reflection survey). Finally, a method (Kember et al., 2008) for how best to formatively assess the output of student work regarding RP specific tasks in science is discussed.