If you could not attend the session, feel free to read our thoughts and notes that we recorded.
Please complete our Reflection Form.
What is Reflective Practice?
Reflective Practice involves the process of continuous critical reflection to foster self-learning, and to improve subsequent practices. In Higher Education, it involves taking time to think and reflect on teaching and learning for evaluative purposes, and to improve future teaching. Comprised of two components, reflection–in-action and reflection-on action, reflective practices consists of activities that are deliberate and designed to stimulate a cyclic process of teaching, reflection and revised teaching. (ACRL. FIve Things You Need to Read About Reflective Practice. 2016.)
1. Whitworth, A. (2012). The Reflective Information Literacy Educator. Nordic Journal of Information Literacy in Higher Education, 4(1), 38–55. https://doi.org/10.15845/noril.v4i1.151
available @ https://noril.uib.no/index.php/noril/article/view/151/11
2. Bernstein, D., Burnett, A., Goodburn, A. & Savoy. P. (2006) Making Teaching and Learning Visible:Course Portfolios and the Peer Review of Teaching (pp. 4-5, 50, 56, 60,63,73-75, 79-80 ). Aimes,Iowa:Jossey-Bass.
available @ https://unl.box.com/s/pgzdr886n9jgs1lz4vde4fgkkgsnzkqo
In what ways do you feel the session has changed your way of thinking and/or your approach to teaching?
"I haven't always clearly articulated my objectives, but relied on my intuition and abstract notions of goals. I think articulating the goals clearly will help make the design more discernible."
"I have never really thought about the many stakeholders that I should be prepared to communicate with. This made me think about how I evaluate my teaching and how I communicate this to my chair, dean and teaching faculty, I think I need to be more purposeful in this area. I have some teaching that I need to revisit my objectives and really examine my assessments for these, to ensure that I am assessing an actual objective, in the best way possible. How am I assessing understanding?
"The exercise where we came up with all of the stakeholders for our teaching, and did so in a deliberate way, was really eye-opening for me. Being more mindful of the range of stakeholders is likely to change my way of thinking about my teaching, including how I communicate about it. In addition, I think I have a broader sense of assessment now and what assessing student learning, both informally and formally, might look like."
Savory, P., Nelson, A., & Goodburn, A. (2007).
Inquiry into the College Classroom: A Journey Toward Scholarly Teaching. Aimes,Iowa:Jossey-Bass
Klopper, C. & Drew, S. (Eds.). (2014)
Teaching for Learning and Learning for Teaching: Peer Review of Learning and Teaching in Higher Education. Netherlands: Springer. http://libproxy.unl.edu/login?url=https://link.springer.com/10.1007/978-94-6300-289-9
Grant, M. J. (2007). The role of reflection in the library and information sector: A systematic review. Health Information and Libraries Journal, 24(3), 155–166. https://doi.org/10.1111/j.1471-1842.2007.00731.x
Five Things You Should Read About Reflective Practice. (2016). ACRL:Instruction Section. https://acrl.ala.org/IS/wp-content/uploads/5Things2016.pdf
Rogers, R. R. (2001). Reflection in Higher Education: A Concept Analysis. Innovative Higher Education, 26(1), 37–57.
Andretta, S. (2008). Promoting reflective information literacy practice through Facilitating Information Literacy Education (FILE). Health Information and Libraries Journal, 25(2), 150–153. https://onlinelibrary.wiley.com/doi/10.1111/j.1471-1842.2008.00775.x/full
Transnational Teaching- Quick Guide. Scholarship of Teaching: Enhancing the Quality of Your Teaching Through Reflective Practice. RMIT University. Melbourne. Australia.( 2014.)