MOSEP Module 2/reflection
|MOSEP structure for module development: Sub-Module 2||Overview Structure Activities Resources|
In order to design an effective reflection process, teachers must address the question: How can reflection contribute to effective learning? The following principles below can help teachers in enhancing the quality of student learning through reflection.
- Challenging: Portfolio development should challenge students to think in new ways, raise new questions, and explore new ways of problem-solving. By encouraging students to explore issues more deeply and to think about issues and solutions they may not have considered, faculty can enhance students' problem-solving efforts as well as the resulting learning.
- Coaching:Teachers should challenge students while simultaneously providing support and creating a 'safe' environment--one where students are confident that their contributions and feelings will be respected. Continuous reflection facilitates the faculty coaching role by providing portfolio related information in a timely manner.
- Contextualized: Teachers can enhance the effectiveness and quality of portfolio by ensuring that reflection activities are appropriate for its context. Teachers should consider factors such as student knowledge and attitudes, community needs, and course objectives and constraints in designing the reflection process.
- Communication: Reflection activities should provide opportunitues for communication with peers. Communication with peers can also enhance student learning by exposing students to multiple perspectives