Teaching with Reflection for ePortfolio Assignments and Beyond

Reflection as both an introspective practice and a type of writing improves learning at all levels. In coursework, reflection assignments help students make connections, understand the significance of their learning, transfer that learning to other contexts, and are a central element of effective ePortfolio creation. But most of us don’t naturally do reflection well, either as guiding instructors or as developing learners, and the genre of reflection writing is unfamiliar to even the strongest students.

This workshop is designed for any instructor wanting to integrate reflection effectively into their coursework, but particularly those teaching classes designated as General Education courses. This session will help participants define reflection for their discipline, understand what makes reflection activities effective and significant for students, and consider ways to provide constructive feedback on student reflection attempts. Through a review of current reflection research, example prompts, response, and feedback walk-throughs, and guided drafting time, this workshop will provide a foundation for all who use or plan to use reflection at any stage of an assignment, course, or degree program.

After this workshop participants will be able to:

• define “reflection” as a teaching practice and identify the benefits and challenges of including it in a course design
• draft and revise reflection prompts that encourage metacognitive development, identity formation, and interdisciplinary thinking
• describe and create scaffolding and feedback techniques that help students practice reflection more effectively
• identify formative and summative assessment techniques appropriate for reflection-based assignments

You may register here.

If you have registered for this event, or are on the waitlist and require an accommodation such as live captioning or interpretation to participate, please contact drakeinstitute@osu.edu. Requests should be made at least two weeks prior to the event, but the university will make every effort to meet requests made after this date.

All members of the university community are welcome in Drake Institute activities, programs, services, and employment —regardless of age, ancestry, color, disability, ethnicity, gender, gender identity or expression, genetic information, HIV/AIDS status, military status, national origin, pregnancy, race, religion, sex, sexual orientation, protected veteran status, or any other bases under the law.

Institute for Teaching and Learning programming is offered in accordance with university guidelines associated with in-person and remote activities. The Institute will inform registrants of delivery modifications should those guidelines change.