Walker, PhD, ATC, provided conception and design; acquisition and analysis and interpretation of the data; and drafting, critical revision, and final approval of the article.
Reflective Writing Prompts This page, authored by Amy Ellwein and Ben Swanson at The University of New Mexico, describes reflective writing prompts by Amy Ellwein and the utilization of a model that we feel better encapsulates the scientific method, called the Activity Model for Inquiry Harwood, Author Profile Summary This reflective writing activity is a daily writing exercise requiring teacher participants to summarize scientific content they are learning as part of a fast-paced, one-week earth science course, as well as to identify and examine their misconceptions and consider their use of the Activity Model for Inquiry a modified version of the "standard" outline of the scientific method; Harwood, It also provides an opportunity for tracking changes in their attitudes towards field science and the application of the scientific method, and following their progress in understanding the material.
Insights gained from the reflective writing serve as the most important resource for the final course paper. A detailed description of the reflective writing exercise and how it fits into the learning goals is provided. Learning Goals The reflective writing exercise was initially designed in to help in-service teacher participants synthesize content and foster improved communication with course instructors in one-week field science courses for K teachers.
Each year since, reflective writing has proven to be quite useful in our courses in multiple ways. In general, reflective writing encourages familiarity with the idea and utility of being a "reflective practitioner" teachers are asked to explicitly monitor their current level of mastery and understanding of the content and question what they still need to learnlearning to make meaningful field and laboratory observations with feedback from their instructors, gaining an understanding of how field-based science is conducted, and In this latest improvement to our prompts, we expect that teachers will experience first-hand how the scientific method REALLY works by conducting a scientific inquiry while self-monitoring their progress through the Activity Model for Inquiry AMI.
Unlike the linear scientific method featured in many textbooks, the AMI more closely approaches the "method" used by scientists. Reflective writing also attends to participants' attitudes in that reflective writing combined with instructor feedback tends to help increase participants' self-confidence and competence as amateur scientists, especially with field-based science, generate enthusiasm for teaching multidisciplinary, field-based, and inquiry-based science in K-8 classrooms, and foster an improved "comfort level" for learning and teaching earth science content and field skills.
Context for Use In this upper-division, week-long field course for K in-service and pre-service teachers, we integrate field and laboratory investigations with daily reflective writing. Teachers' responses to our reflective writing prompts at the end of each day provide instructors with very useful feedback that can be used to make mid-course corrections or address common misconceptions.
Feedback from instructors improves teachers' self-confidence in conducting field-based scientific investigations, and the explicit use of the AMI encourages teachers to approach the scientific method as a more open-ended and creative tool.
This approach could be used when teaching any science content. Educational level of participants: Summer we taught participants with experience that ranged from zero geology courses in college to a B.
SEIS has used reflective writing in geoscience and biology field courses for teachers since and will use reflective writing in a year-long professional development project with in-service teachers during the school year.
Description and Teaching Materials We purchase hard-bound notebooks for teacher participants' field notebooks and reflective writing journals. The reflective writing prompts are taped into the front cover along with the AMI figure and AMI activity descriptions.
Reflective Writing Prompts At the end of each day, please take a few minutes and reflect on the activities of the day and your comfort-level with them.
Consider making a visual illustration of the content you learned today, such as a flow chart or concept map. What did you learn today that surprised you?
Be sure to write down any questions you have at the end of the day.Practising reflective Writing - Free download as Powerpoint Presentation .ppt /.pptx), PDF File .pdf), Text File .txt) or view presentation slides online. These slides were designed to suit a postgraduate lecture in encouraging students to regularly practise reflective writing as part of their benjaminpohle.com://benjaminpohle.com //Practising-reflective-Writing.
reflective journal writing over the course of the first-year benjaminpohle.com creative and critical thinking student - reflective journal is designed to help you think deeply about your learning, especially on issues such as: your progress in learning, the difficulties you encountered in benjaminpohle.com the form of three reflective writing tasks has been used in a first year project-based engineering course to develop and assess students’ thinking and learning about the engineering benjaminpohle.com Here are some examples of reflective writing in Education, focusing on school experience rounds.
EDF Assessment 2: Observation and analysis While on fieldwork, I observed a number of learning situations and while doing this I took notes on the presence of pedagogical dimensions. The most important aspect of reflective journal writing is to encourage students to begin to think about their own thinking.
The reflective process transfers the responsibilities of self-appraisal and understanding the elements of quality work from the teacher to the student.
· Critically Reflective Leadership (CRL) method that she developed to documented as having passed all of their subjects first time (Journal Entry: January ). was an experience of leadership in which I was forced to make very difficult compromises.