https://padlet.com/jaymejacobson1/t1g4mjllitid What techniques will you use to help students create meaning from their experiences? en-us 2016-08-09 22:42:08 UTC 2023-01-25 02:43:03 UTC hello@padlet.com https://padletuploads.blob.core.windows.net/aws/48003258/ea0357cc90a4184480239a48576bebd9/reflection_icon.png hornbec1 https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126819531 Adaptation of the Connected Knower - From Patricia Hill Collins

Students collect claims (quotes, summaries, ideas) from academic and classmate sources for that week's module. They are then asked to reflect on how their chosen claims connect to the course as well as how they connect to their personal experiences. They then create a visual representation of their learning and post it to the class discussion board as an "icon" of their learning. At the end of the class, they connect all of the images together to tell their story of learning. ]]> 2016-09-27 21:14:50 UTC https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126819531 https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126819596 Photojournals - Assist students in "seeing" theory in action in their everyday lives - but how can I make it better, less individually isolating, and more engaging for group reflection? Perhaps consider excluding the narrative from the photo's and getting students to discuss what they see in the photo's of other students.

Autoethnography 

Adaptation of the "Connected Knower" activity. (Hornbeck, 2016)

How, when and at what frequency do I engage students? How do I model engagement and reflection, myself?]]> 2016-09-27 21:15:13 UTC https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126819596 https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126819629 Posing questions for reflection and students responding using written or audio responses  
How to do this organically? Meaningfully? How to model?]]> 2016-09-27 21:15:26 UTC https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126819629 https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126822883 After engaging in some activity, I feel that creating space to debrief is important. It helps the students to synthesize the data. It is also important to give them the opportunity to think on how their biases might impact their observations, which is particularly important when evaluating political phenomena.]]> 2016-09-27 21:41:43 UTC https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126822883 https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126823235 I developed a process for reading and analyzing research related to a person's research question. And created a rubric that helps them reflect in a particular manner. 

Also, try to create reflective conversations that require people to demonstrate they understand each other in writing, add to the discussion, and move the dialogue forward. There is a rubric for this as well and people get feedback as needed. ]]> 2016-09-27 21:44:51 UTC https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126823235 https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126824176 2016-09-27 21:53:36 UTC https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/126824176 https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/130206011 In theological discourse it may be a little easier to get students to get at reflection through spiritual practices like silence and centering prayer. Meeting with each student to design their best practice for reflection on their academic work and class room work.]]> 2016-10-12 17:06:09 UTC https://padlet.com/jaymejacobson1/t1g4mjllitid/wish/130206011