Reflective Writing

REFLECTIVE WRITING

Reflective Writing Assignments (10 for the semester)

Reflective learning is the ability to understand and detail the processes and practices of learning; it is a students’ ability to explicitly state how learning happens or better put, how to make learning happen. Good reflective learners understand what specific steps are taken to complete a project, what hurdles can thwart a project, what moves are possible in a project, and what outcomes can be achieved. Reflective learners are good predictors, planners and strategists.

Also called metacognitive learning, reflective learning works best when it is written down, meaning if students can analyze and write down what they are expecting to happen, what they have to do to make it happen and what just did happen, they will learn better, faster and with more retention. In addition, reflective learners will apply what they have learned to the same or similar situations when they happen again.

Educational research shows that students in general, and writers in particular, benefit from reflective or metacognitive understanding (Negretti 2012; Lawanto, O., Butler, D., Cartier, S., Santoso, H., & Goodridge, W. 2013; James & Okpala 2010; Radovan 2010). For talented reflective learners, comprehension, analysis and application of knowledge rises–as do student grades (achievement)! Since reflective learning is so beneficial to students, you will have a weekly reflective writing assignment.

Assignment: Sometimes in class, sometimes at home, you will be asked to do a reflective writing assignment. These assignments will be posted on the blog and/or discussed in class. This semester-long assignment works like a journal. Therefore, assignments must be written and posted on a week-by-week basis, not in clumps or all at once at the end of the semester.

Reflective writing assignments are listed on the course blog. You are only required to do 10 reflective writing assignments.  However, please note that four of these are specifically required:  reflections on project 1-3 and the final reflection.  These four reflections count as part of your proficiency grade as well as your performance grade.

Reflective writing should be posted to your personal blog under a page called Reflective Writing.  Reflective writing should be as long as you think is necessary. Extra postings about your work and what you are learning are strongly encouraged.

James, I., & Okpala, C. (2010). The Use Of Metacognitive Scaffolding To Improve College Students’ Academic
Success. Journal Of College Teaching & Learning, 7(11), 47-50.
Lawanto, O., Butler, D., Cartier, S., Santoso, H., & Goodridge, W. (2013). Task Interpretation, Cognitive,
and Metacognitive Strategies of Higher and Lower Performers in an Engineering Design
Project: An Exploratory Study of College Freshmen. International Journal Of Engineering
Education, 29(2), 459-475.
Negretti, R. (2012). Metacognition in Student Academic Writing: A Longitudinal Study of Metacognitive
Awareness and Its Relation to Task Perception, Self-Regulation, and Evaluation of Performance. Written
Communication, 29(2), 142-179. doi:10.1177/0741088312438529
Radovan, M. (2010). The influence of self-regulated learning and age on success in studying. Journal Of
Contemporary Educational Studies / Sodobna Pedagogika, 61(5), 102-124.

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