Integrating Reflection into Teaching and Learning
Presenters
- Katherine Lithgow, Centre for Teaching Excellence
- Victoria Feth, Centre for Teaching Excellence
There has been a lot of interest in incorporating reflection into courses. This webinar is the first in a series of webinars taking a closer look at reflection and answers questions like: Where does reflection fit in to your and your students’ plans? What should students reflect on? How can you get started designing reflective activities for your course? What are some approaches you can take to assessing reflection? Future webinars in the series will dive deeper into topics like getting students to value reflection, and assessing (i.e., providing feedback on and grading) reflection.
Further Resources:
Integrating Reflection into Teaching and Learning presentation slides .
Examples & Tips: Strategies for Helping Students Make Connections
Presenters
- Erica Refling, Centre for Career Action
- Katherine Lithgow, Centre for Teaching Excellence
- Victoria Feth, Centre for Teaching Excellence
Integrative learning is about encouraging students to connect classroom learning to other courses, experiences, extra-curricular activities, or work. This webinar showcases integrative teaching and learning strategies that can be readily incorporated into courses and is filled with examples and tips from across the Faculty of Arts, many of which were generously shared by Waterloo Arts instructors using these activities in their courses. We explore how these strategies can be strengthened by making explicit and transparent connections to students' experiences, including the world of work. These tips and examples are often transferrable across disciplines.
Further Resources:
Developing Students' Reflection Skills through Assessment and Handout Feedback Strategies
Critical reflection is a skill that can be learned through practice and feedback (Dewey, 1933, Rodgers, 2002). Building on our previous webinars Integrating Reflection into Teaching and Learning and Strategies for Helping Students Make Connections, we’ll explore how we can help students develop their reflection skills through the use of assessment and feedback. Strategies include choosing the appropriate reflective framework; providing feedback through the use of rubrics, feedback statements and peer review; and incorporating opportunities for students to use feedback to improve subsequent reflections.
Session Materials
Presenters
- Katherine Lithgow, Centre for Teaching Excellence
- Victoria Feth, Centre for Teaching Excellence
The Impact of SLICCs (Student-Led Individually Created Courses) on Student Learning
Presenters
- Katherine Lithgow
- Brendan Wylie - Toal St. Paul’s University College
- Wayne Chang - Conrad School of Entrepreneurship and Business
- Katie Aubrey - Former student in Wayne Chang’s BET 300 SLICC course
Thursday November 4, 2021
Brendan Wylie-Toal and Wayne Chang introduced our work Student Led Independently Created Courses (SLICCs).Developed at the University of Edinburgh, SLICCs promote student ownership of their learning by allowing students to co-create their learning experience, leading to deeper student engagement. (Bovill et al. 2016; Healey et al., 2014). The SLICC framework helps students better identify and articulate their growth and development resulting from the experience, advances their learning and improves their ability to self-assess (Price et al. 2012). As well, it promotes the creation of learning experiences that more closely align with the development of employability skills and graduate attributes preparing students for an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world.