Integrating Reflection into Teaching and Learning
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.
Integrating Reflection into Teaching and Learning presentation slides.
Examples & Tips: Strategies for Helping Students Make Connections
- 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.
Developing Students' Reflection Skills through Assessment and 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.