Brooke Blanks, Ph.D. and Debbie Bays, Ph.D. Sarah Crossett, Jillian Ellis, Katlyn Hundley, Nicole Munson Radford University, School of Teacher Education.

Brooke Blanks, Ph.D. and Debbie Bays, Ph.D.Sarah Crossett, Jillian Ellis, Katlyn Hundley, Nicole Munson

Radford University, School of Teacher Education and Leadership

4th AnnualConference on Higher Education Pedagogy

February 8, 2012

REFLECTIVE WRITING: A TOOL FOR GENERALIZATION OF

LEARNING IN THE PRE-PROFESSIONAL FIELD EXPERIENCE

REFLECTION

OVERVIEW OF THE LITERATURE

North Carolina Teacher Reflection Cycle

Helen Barrett Peter Pappas

THE MODEL

TEACHING REFLECTIVE WRITING: A DIALOGUE

What do you recall about our first seminar and the instruction on the reflective cycle?

STUDENTS’ PERSPECTIVES

THE WRITING PROMPTS

How was the reflective cycle and writing to structured prompts different from your previous

experiences with reflective writing?

STUDENT PERSPECTIVES

EFFECTIVE AND INEFFECTIVE PROMPTS: MULTIPLE PERSPECTIVES

Instructors Students

What effect did our feedback on your reflective writing throughout the semester have on you?

Did you perceive that supervisors followed up on items from your reflections during their supervisory visits?

FEEDBACK

NEXT STEPS

QUESTIONS AND DISCUSSION

Dewey, J. (1910). How we think. New York: Heath & Co.

Moon, J. (1999). Reflection in Learning and Professional Development. London: Kogan Page.

Zubizarreta, J. (2004). The Learning Portfolio. Bolton, MA: Anker Publishing

Zubizarreta, J. (2009). The Learning Portfolio: Reflective Practice for Improving Student Learning, Second Edition. Jossey-Bass

Zull, J. (2002) The Art of Changing the Brain. Sterling, VA: Stylus Publishing

REFERENCES