I believe a key component in learning, especially new learning, is to take time for reflection. During the first five weeks of PIDP 3250 we were asked to reflect on three different topic areas. I always find it difficult to get started on a reflection assignment, but once I get into it, I find the learning goes deeper and I really enjoy digging in. After the course is over, I also find I have better retention from doing the reflection, and I often continue to explore the topic area. Many people say they learn (and they count on learning) from experience. While this is true, I love John Dewey’s quote, "we do not learn from experience .... we learn from reflecting on experience”. So even after students finish all their courses/training, I think the way they will continue to do their best learning is to be able to reflect on the experiences they have in the ‘real-world’. I think it is during reflection that we can really examine our assumptions and attitudes about what we are learning or experiencing, and this is what leads to real change.
I think the PIDP 3250 digital project completed by Tun Myint (highlighted below), contains some very interesting ideas around incorporating reflection and learning in the classroom. I like his ideas about reflection and action, but I also appreciated the work and thoughtfulness that went into his presentation. I think that integrating learning, reflection and assessment is an excellent way to teach and a very effective way to learn. Using the 'muddiest points tool' seems like an good way for students to reflect on their learning and then share their 'muddy' points with the instructor. As highlighted in Tun's presentation, this provides an opportunity for the instructor to reflect on how he or she can make things clearer, or go deeper into the topic, then this additional information can be shared with students to enhance their understanding. I like how Tun also includes the implementation of a measurement/assessment tool to ensure the process is working effectively for students. I think it is interesting how the results of using the 'muddiest points tool' are similar to something I have always appreciated about group work, that when group members share their learning after a group activity it gives me a chance to reflect on their muddiest points and focus on these areas in a larger debrief or presentation. I will think more about how to use something like 'the muddiest points tool' for reflection, learning, and assessment in different learning environments to help students identify their muddiest points, and give the instructor an opportunity to reflect on these points and then add to the learners' experience (through clarification and other teaching strategies).
Myint, T. (June 11, 2017). Reflection and Action. Retrieved June 16, 2017 from:
https://www.canva.com/design/DACYLPZbNQw/22HsMU4h7SWYFH9Pe911Xg/view
I think the PIDP 3250 digital project completed by Tun Myint (highlighted below), contains some very interesting ideas around incorporating reflection and learning in the classroom. I like his ideas about reflection and action, but I also appreciated the work and thoughtfulness that went into his presentation. I think that integrating learning, reflection and assessment is an excellent way to teach and a very effective way to learn. Using the 'muddiest points tool' seems like an good way for students to reflect on their learning and then share their 'muddy' points with the instructor. As highlighted in Tun's presentation, this provides an opportunity for the instructor to reflect on how he or she can make things clearer, or go deeper into the topic, then this additional information can be shared with students to enhance their understanding. I like how Tun also includes the implementation of a measurement/assessment tool to ensure the process is working effectively for students. I think it is interesting how the results of using the 'muddiest points tool' are similar to something I have always appreciated about group work, that when group members share their learning after a group activity it gives me a chance to reflect on their muddiest points and focus on these areas in a larger debrief or presentation. I will think more about how to use something like 'the muddiest points tool' for reflection, learning, and assessment in different learning environments to help students identify their muddiest points, and give the instructor an opportunity to reflect on these points and then add to the learners' experience (through clarification and other teaching strategies).
Myint, T. (June 11, 2017). Reflection and Action. Retrieved June 16, 2017 from:
https://www.canva.com/design/DACYLPZbNQw/22HsMU4h7SWYFH9Pe911Xg/view
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