WEBVTT 1 00:00:02.890 --> 00:00:20.409 Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright Hello, everyone my name is Amy Pinkerton, and I'm a senior instructional designer at the Bsp. Bsp. Center for teaching and learning or Ctl. And welcome to today's picnic Pd session on construct meaning through critical reflection. 2 00:00:21.530 --> 00:00:29.720 Amy Pinkerton (BSPH CTL Teaching Toolkit): So in today's session, we're going to 1st start by defining critical reflection and then identifying some of its benefits. 3 00:00:30.200 --> 00:00:34.259 Amy Pinkerton (BSPH CTL Teaching Toolkit): Then we're going to discuss some techniques that you can apply in the classroom. 4 00:00:34.310 --> 00:00:40.209 Amy Pinkerton (BSPH CTL Teaching Toolkit): And finally, we'll actually get a chance to practice those techniques that we that we discuss. 5 00:00:41.492 --> 00:00:49.589 Amy Pinkerton (BSPH CTL Teaching Toolkit): So for the timing of things. We're going to spend about 5 min building context by going over the definition and benefits. 6 00:00:49.630 --> 00:00:53.380 Amy Pinkerton (BSPH CTL Teaching Toolkit): 10 min talking about the the techniques and how they work. 7 00:00:53.730 --> 00:01:03.440 Amy Pinkerton (BSPH CTL Teaching Toolkit): 10 min actually practicing the techniques. And then at that point. We're gonna share some resources and then open up the rest of the remaining time of today's session for open QA. 8 00:01:04.310 --> 00:01:12.739 Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright. So let's get started to start things off. I'd like you to take a moment to consider. What do you know about critical reflection? 9 00:01:12.750 --> 00:01:24.119 Amy Pinkerton (BSPH CTL Teaching Toolkit): So take 1 min to write down your thoughts and save them for later in the session, cause we're gonna re. We're gonna come back to this after we talk talk about the techniques. 10 00:01:24.190 --> 00:01:30.419 Amy Pinkerton (BSPH CTL Teaching Toolkit): So I'm going to set a 1 min timer now and write down. What do you know about critical reflection? 11 00:01:41.970 --> 00:01:44.700 Amy Pinkerton (BSPH CTL Teaching Toolkit): A 12 00:02:12.550 --> 00:02:13.900 Amy Pinkerton (BSPH CTL Teaching Toolkit): alright! You have about 13 00:02:13.910 --> 00:02:17.209 Amy Pinkerton (BSPH CTL Teaching Toolkit): 15 seconds left. 14 00:02:22.260 --> 00:02:23.950 Amy Pinkerton (BSPH CTL Teaching Toolkit): O, 15 00:02:24.220 --> 00:02:33.959 Amy Pinkerton (BSPH CTL Teaching Toolkit): all right, and that is our 1 min timer. So again, save what you wrote down for later, because we're going to revisit it after we talk about some definitions and techniques. 16 00:02:35.560 --> 00:02:43.829 Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. So now, we're going to. As I mentioned, we're going to look at the definition and then dive into the benefits of critical reflection. 17 00:02:44.470 --> 00:03:03.410 Amy Pinkerton (BSPH CTL Teaching Toolkit): So when we think about critical reflection, there are a number of different definitions out there in the literature. But I chose 3 definitions to look at today that really honed in on what we're talking about. And as we look at these 3 definitions, I want you to think about what these definitions have in common. 18 00:03:04.150 --> 00:03:17.539 Amy Pinkerton (BSPH CTL Teaching Toolkit): Our 1st definition is thinking for an extended period of time, about about recent experiences, while looking for commonalities, differences and interrelations beyond their superficial elements. 19 00:03:17.960 --> 00:03:30.069 Amy Pinkerton (BSPH CTL Teaching Toolkit): Our next definition is active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends. 20 00:03:30.660 --> 00:03:58.449 Amy Pinkerton (BSPH CTL Teaching Toolkit): And our 3rd definition is reflection involves spending significant time on one topic in order to explore it thoroughly. So, as you can see, there are some commonalities across these 3 definitions, and that's how we honed in on how we are going to define critical reflection for today's session, and that is spending time to solidify connections between what a student experienced and the meaning or learning that they derive from that experience. 21 00:03:58.640 --> 00:04:04.849 Amy Pinkerton (BSPH CTL Teaching Toolkit): So we're gonna keep this definition in mind as we talk about critical reflection for today's session. 22 00:04:05.190 --> 00:04:13.200 Amy Pinkerton (BSPH CTL Teaching Toolkit): And now, I want you to consider, why is this important? Why? Why should we give students the time to make those connections. 23 00:04:15.750 --> 00:04:18.090 Amy Pinkerton (BSPH CTL Teaching Toolkit): and that leads us to our benefits 24 00:04:18.140 --> 00:04:26.849 Amy Pinkerton (BSPH CTL Teaching Toolkit): and when critical reflections are tied to learning objectives, they can generate, deepen, and document learning. 25 00:04:26.990 --> 00:04:38.999 Amy Pinkerton (BSPH CTL Teaching Toolkit): They generate learning by having students articulate questions, confront biases, examine causality, compare theory with practice and connect with their learning to systemic issues. 26 00:04:39.310 --> 00:04:48.620 Amy Pinkerton (BSPH CTL Teaching Toolkit): It deepens learning by challenging simplistic or superficial conclusions and inviting students to alternative perspectives. 27 00:04:48.750 --> 00:05:05.940 Amy Pinkerton (BSPH CTL Teaching Toolkit): And finally, it documents, learning by giving students a tangible expression of their understanding that they can then return to for evaluation and feedback. So, as you are incorporating reflections into your course, think about how your reflections could benefit your students. 28 00:05:07.110 --> 00:05:15.390 Amy Pinkerton (BSPH CTL Teaching Toolkit): and if you hear munching, my dog is right below me, munching on a snack, so I apologize if you can hear my dog in the background. 29 00:05:16.283 --> 00:05:23.289 Amy Pinkerton (BSPH CTL Teaching Toolkit): So with those benefits in mind, let's talk about some techniques that you can apply. So you can reap those benefits 30 00:05:23.530 --> 00:05:51.599 Amy Pinkerton (BSPH CTL Teaching Toolkit): and if you've done critical reflections in the past, you you may recall some techniques that you've used and what worked well, and maybe what didn't? Because there are a lot of techniques out there. But I'm gonna cover 3 techniques that are simple but effective, that you can implement right away into your course. And again I picked these because they're simple to execute but also very effective. And these are the deal model, the think again, model 31 00:05:51.900 --> 00:05:55.079 Amy Pinkerton (BSPH CTL Teaching Toolkit): and the integrative or ongoing method. 32 00:05:55.360 --> 00:06:03.670 Amy Pinkerton (BSPH CTL Teaching Toolkit): So let's look at these in more detail. Starting with the deal model deal stands for, describe, examine, and articulate learning. 33 00:06:03.770 --> 00:06:13.459 Amy Pinkerton (BSPH CTL Teaching Toolkit): And to practice this, you'll select one to 2 questions from each of these 3 categories for students to complete. So first, st you have your students describe what they learned. 34 00:06:13.950 --> 00:06:24.400 Amy Pinkerton (BSPH CTL Teaching Toolkit): and then examine what they learn, and then finally articulate their learning to make those meaningful connections between their experience and what they've learned, and how they can apply it. 35 00:06:24.550 --> 00:06:28.859 Amy Pinkerton (BSPH CTL Teaching Toolkit): And we're going to have a chance to actually practice this later in today's session. 36 00:06:30.520 --> 00:06:38.240 Amy Pinkerton (BSPH CTL Teaching Toolkit): Our next model is the think again, method and with this one, students are given a pre survey question on a topic. 37 00:06:38.250 --> 00:06:47.140 Amy Pinkerton (BSPH CTL Teaching Toolkit): And then, after they've experienced some some learning on that topic, some instructions and activities. You have them do a post survey on the same topic. 38 00:06:47.280 --> 00:07:12.729 Amy Pinkerton (BSPH CTL Teaching Toolkit): and then students take a few minutes to reflect on how their understanding has changed, how they've grown, or how their thinking and perspectives have evolved between the time of the pre-survey and the time of the post survey, and during the reflection process. You can actually combine this with the articulate learning part of the deal model where you might ask some of these questions like, What did I learn. 39 00:07:12.730 --> 00:07:23.270 Amy Pinkerton (BSPH CTL Teaching Toolkit): How specifically did I learn it? Why does it matter? And how will I use this learning? So you can. You can use some of these articulate learning questions during the reflection on growth stage of the think again. 40 00:07:23.879 --> 00:07:43.330 Amy Pinkerton (BSPH CTL Teaching Toolkit): The think again. Model is also very scalable. It can be very micro where you're just looking at a specific lecture module or class session, or you can do these across an entire course or academic term. So it can scale very well depending on how much time and how much content you cover between the pre survey and the post survey. 41 00:07:45.030 --> 00:07:47.760 Amy Pinkerton (BSPH CTL Teaching Toolkit): and it looks like there's something in the chat. 42 00:07:47.980 --> 00:07:52.610 Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh, sorry! Let me turn off my notifications. I might need to stop sharing 43 00:07:53.400 --> 00:07:56.250 Amy Pinkerton (BSPH CTL Teaching Toolkit): to do that. Sorry about that. 44 00:08:02.260 --> 00:08:04.979 Amy Pinkerton (BSPH CTL Teaching Toolkit): and I'm turning off my notifications. 45 00:08:12.820 --> 00:08:15.189 Amy Pinkerton (BSPH CTL Teaching Toolkit): And then that should do it. 46 00:08:23.620 --> 00:08:24.370 Amy Pinkerton (BSPH CTL Teaching Toolkit): Okay. 47 00:08:25.370 --> 00:08:27.960 Amy Pinkerton (BSPH CTL Teaching Toolkit): I'm going to reshare my screen. 48 00:08:30.350 --> 00:08:35.430 Amy Pinkerton (BSPH CTL Teaching Toolkit): Okay? And now you should not hear all of those notifications. 49 00:08:40.210 --> 00:08:41.010 Amy Pinkerton (BSPH CTL Teaching Toolkit): Okay. 50 00:08:41.039 --> 00:09:10.649 Amy Pinkerton (BSPH CTL Teaching Toolkit): so okay, I just finished talking about the think again model which again, can scale to the size that you need. And now let's look at our 3rd technique, which is the integrative or ongoing model. And this model really highlights that critical reflection doesn't need to necessarily involve a formal assignment that students submit. In this method. You encourage your students to reflect on what they're learning throughout the course or content, or whatever that they're learning 51 00:09:11.690 --> 00:09:23.100 Amy Pinkerton (BSPH CTL Teaching Toolkit): and Po, by posing some reflective questions directly into the instruction and activities. So again, students don't need to submit anything. They just need to think about what they're learning. 52 00:09:23.160 --> 00:09:24.637 Amy Pinkerton (BSPH CTL Teaching Toolkit): And this technique. 53 00:09:25.330 --> 00:09:53.633 Amy Pinkerton (BSPH CTL Teaching Toolkit): these techniques, all 3 of these can be mix and matched. You could apply all 3. They work really well together, or you could pick and choose one or 2 that you can implement into your course. So, for example, you may have a pre survey at the beginning of your course, a deal reflection after a major project, a post survey at the end of your course, and then in an integrative questions throughout. So again, all of these work well together, so 54 00:09:53.970 --> 00:10:00.800 Amy Pinkerton (BSPH CTL Teaching Toolkit): So as you're creating these reflection activities, you might be wondering what reflective questions can you ask your students 55 00:10:01.340 --> 00:10:29.619 Amy Pinkerton (BSPH CTL Teaching Toolkit): and to answer that I want you to keep in mind that superficial questions, prompt superficial answers. So when you're crafting your reflection questions, I want you to consider the correct level of complexity for that assignment or activity, and you can do this by asking yourself, what is the purpose of this critical reflection? What do you want students to gain from this? And chances are your reflection is probably tied to a learning objective. 56 00:10:29.620 --> 00:10:46.088 Amy Pinkerton (BSPH CTL Teaching Toolkit): And so you can look at the level of complexity of your learning objective and match your reflection question to that level of complexity? So here we have some examples of reflection questions across Bloom's taxonomy levels of 57 00:10:46.957 --> 00:11:04.889 Amy Pinkerton (BSPH CTL Teaching Toolkit): learning objectives, and you can see that as you go across these 3 columns, as the level. Remember, remember, remember, understand, apply, and then analyze, evaluate, create, as those become more complex, you, the corresponding reflection questions also become more complex. 58 00:11:05.060 --> 00:11:12.160 Amy Pinkerton (BSPH CTL Teaching Toolkit): So when crafting your questions again, you just want to match the level of complexity that you're looking for. 59 00:11:13.130 --> 00:11:24.350 Amy Pinkerton (BSPH CTL Teaching Toolkit): So as you're thinking about what learning objectives as you're thinking about, what reflection questions to ask, think about which course learning objectives, you'd like to pair with a reflective activity. 60 00:11:25.080 --> 00:11:30.039 Amy Pinkerton (BSPH CTL Teaching Toolkit): And remember, you'll get complex answers if you ask complex questions. 61 00:11:31.270 --> 00:11:33.610 Amy Pinkerton (BSPH CTL Teaching Toolkit): and that leads us to. How should students 62 00:11:33.860 --> 00:11:35.899 Amy Pinkerton (BSPH CTL Teaching Toolkit): submit their reflections? 63 00:11:36.540 --> 00:12:00.269 Amy Pinkerton (BSPH CTL Teaching Toolkit): And that gets us to the many formats of reflection? So reflections are usually thought of as written assignments, but they can take many formats. They could be video or audio recording. They could be a student presentation or even a small group discussion. So remember that your reflections can take on formats and so they don't only have to be a written assignment. 64 00:12:00.678 --> 00:12:27.729 Amy Pinkerton (BSPH CTL Teaching Toolkit): And I also wanted to highlight. If you're doing a group discussion. Especially if it's around a group project or group assignment where students collaborated. I would recommend incorporating some some reflective questions about the group dynamic and maybe their growth the growth that they had in their collaboration skills, or even what they might do differently in future group work? So they wouldn't only be reflecting on the what they learned, but also the group dynamic 65 00:12:28.757 --> 00:12:54.419 Amy Pinkerton (BSPH CTL Teaching Toolkit): and then I also wanted to say a pro tip is to let your students pick the format whenever possible. So if you're going to do a written reflection, and if you're you can consider having students choose between a written reflection or a recorded reflection. So it's always best to to give students agency over their learning experience. So when you can, it's great to let your students pick the format. 66 00:12:54.540 --> 00:12:59.729 Amy Pinkerton (BSPH CTL Teaching Toolkit): So think about what formats could your course reflections take in your course. 67 00:13:01.970 --> 00:13:23.709 Amy Pinkerton (BSPH CTL Teaching Toolkit): alright. And then some of you may have picked up on this. But we have already started using the think again model throughout today's session. So you'll recall we did that pre survey at the beginning of today's session. And now we're going to do a post survey. So I want you to reconsider. What do you know about critical reflection based on what we've covered today? And in today's workshop? 68 00:13:24.026 --> 00:13:29.549 Amy Pinkerton (BSPH CTL Teaching Toolkit): So I'm gonna set a timer and again, I want you to reconsider what you know about critical reflection. 69 00:13:29.600 --> 00:13:41.639 Amy Pinkerton (BSPH CTL Teaching Toolkit): And then, when you're when you're done with that, I want you to return to what you wrote down earlier today and see, have your considerations grown changed, or stay the same. And if you're comfortable you can share that in the Zoom chat. 70 00:13:41.820 --> 00:13:44.940 Amy Pinkerton (BSPH CTL Teaching Toolkit): So I'm going to start the timer starting now. 71 00:13:49.430 --> 00:13:50.880 Amy Pinkerton (BSPH CTL Teaching Toolkit): A. 72 00:13:51.960 --> 00:13:53.220 Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh 73 00:14:10.810 --> 00:14:12.130 Amy Pinkerton (BSPH CTL Teaching Toolkit): o 74 00:14:19.690 --> 00:14:22.710 Amy Pinkerton (BSPH CTL Teaching Toolkit): a. 75 00:14:40.620 --> 00:14:42.430 Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh. 76 00:14:54.190 --> 00:14:56.039 Amy Pinkerton (BSPH CTL Teaching Toolkit): you have about 1 min left 77 00:15:00.310 --> 00:15:03.070 Amy Pinkerton (BSPH CTL Teaching Toolkit): a 78 00:15:18.580 --> 00:15:19.590 Amy Pinkerton (BSPH CTL Teaching Toolkit): oh. 79 00:15:42.570 --> 00:15:49.820 Amy Pinkerton (BSPH CTL Teaching Toolkit): all right, and that is our 2 min timers, and I'm going to switch to the chat to see if anything was posted 80 00:15:50.226 --> 00:16:09.839 Amy Pinkerton (BSPH CTL Teaching Toolkit): so, Tina, she posted. My thoughts have remained roughly the same. The ability to to our act of engaging and thinking deeply about a subject topic or problem. But now I also recognize that critical reflection encourage encourages metacognition. The concept of thinking about thinking. Yes, yeah, metacognition is a big part of reflection. 81 00:16:10.423 --> 00:16:21.100 Amy Pinkerton (BSPH CTL Teaching Toolkit): Emily said. I like that. The examples you shared seem easy to integrate as small assignments or formative assessments. Well, yes, reflection is formative. Assessment is always a good good use of reflection. 82 00:16:21.383 --> 00:16:44.909 Amy Pinkerton (BSPH CTL Teaching Toolkit): Simple to add into an existing course, and I'm glad you brought up formative assessments. If you're using the think again method, that's a great version of a formative assessment reflection. Cause you can see, one of the questions you can ask is, what do you know about this topic? But also, what do you still want to learn more about or need more information about. And that's a good indication to you and your students about possible gaps. 83 00:16:46.023 --> 00:17:09.359 Amy Pinkerton (BSPH CTL Teaching Toolkit): Joshua said. Critical reflection is not just about knowledge, skill, or understanding gained, but it. It is also metacognitive in the sense that it is an evaluation of the learning process, and how it can extend your own learning process and seeing things. Yes, very good. And the critical portion of reflection is the investigation and interrogation of the learning and the concept. Yes. 84 00:17:10.110 --> 00:17:22.740 Amy Pinkerton (BSPH CTL Teaching Toolkit): and then, Lauren said, critical reflection can both meet the course objectives as well as really individualize the learning process for students. These are all really great. Really great reflections. Everyone well done. 85 00:17:22.829 --> 00:17:34.730 Amy Pinkerton (BSPH CTL Teaching Toolkit): and thank you so much for sharing in the chat. And now we're going to look at our other example. So we just practiced the think again technique. And now we're going to practice the deal technique. 86 00:17:35.271 --> 00:17:59.110 Amy Pinkerton (BSPH CTL Teaching Toolkit): So for this one, I want you to start by describing what took place during today's critical reflection workshop? So just maybe a sentence or 2. For the examine part, you've already sort of started this in your think again. Post survey reflection. But if you want to expand on that anymore, you'll have a little bit of time to do so. As you think about. How is my understanding of critical reflection different? 87 00:17:59.664 --> 00:18:13.095 Amy Pinkerton (BSPH CTL Teaching Toolkit): But what I want you to spend the most time on is the articulate learning. And that is how will you use what you learned to incorporate critical reflection into your course? So starting a timer. Now. 88 00:18:13.550 --> 00:18:19.959 Amy Pinkerton (BSPH CTL Teaching Toolkit): go through these questions, and I'll give you some cues as to when like a minute is up, and then when you have only 2 min left 89 00:18:20.926 --> 00:18:24.240 Amy Pinkerton (BSPH CTL Teaching Toolkit): and then, if you're comfortable, you can share in the zoom chat 90 00:18:29.110 --> 00:18:29.900 Amy Pinkerton (BSPH CTL Teaching Toolkit): for 91 00:19:36.230 --> 00:19:38.610 Amy Pinkerton (BSPH CTL Teaching Toolkit): a. 92 00:19:54.150 --> 00:19:55.140 Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh. 93 00:20:20.040 --> 00:20:26.190 Amy Pinkerton (BSPH CTL Teaching Toolkit): all right. You have about 2 min left, so if you haven't already switch to the articulate learning category. 94 00:20:56.490 --> 00:20:59.410 Amy Pinkerton (BSPH CTL Teaching Toolkit): a. 95 00:21:22.130 --> 00:21:24.410 Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. You have about 1 min left. 96 00:22:07.170 --> 00:22:11.320 Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh. 97 00:22:12.140 --> 00:22:13.840 Amy Pinkerton (BSPH CTL Teaching Toolkit): oh. 98 00:22:22.776 --> 00:22:36.629 Amy Pinkerton (BSPH CTL Teaching Toolkit): alright! And our 4 min are up. So if you're comfortable, you can either post in the chat or you can raise your hand and share. How are you going to incorporate critical reflection into your course. 99 00:22:46.210 --> 00:23:05.080 Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh, okay, so Josh, just posted. Examine. I think at 1st reflection is just thought of as an introspective experience and questioning, but it it extends beyond what I think. We can think of it in the sense of the Socratic tradition, of inquiry and self-talk, exploration and examination, among other things. 100 00:23:05.110 --> 00:23:28.350 Amy Pinkerton (BSPH CTL Teaching Toolkit): for articulate learning, definitely find ways to engage learners and self talk of ref of reflection and critical reflection that is so tied to critical thinking and active learning, Emily said. I like the deal model. It gives me some guidance on writing better prompts for learners beyond. Just reflect on your learning. Yes, and Lauren said, I do, too. It's very practical. 101 00:23:28.350 --> 00:23:40.009 Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes, and writing really good critical reflection. Questions can be really hard. So models like the deal model. That sort of lay out some examples across the different categories can really help 102 00:23:40.890 --> 00:23:47.609 Amy Pinkerton (BSPH CTL Teaching Toolkit): all right. And then I don't see anything else in the chat, and I don't see any hands raised. Oh, we just saw another. 103 00:23:47.610 --> 00:23:49.429 Lauren Dana: Yeah, one more. I'll get one more. 104 00:23:49.430 --> 00:24:14.939 Amy Pinkerton (BSPH CTL Teaching Toolkit): Thank you. I just saw it. So was posted. I will incorporate the learning in the critical reflection. I'll be working as a ta, and during my future opportunities to work as a trainer or course instructor, I've already used the Pre and post survey reflection method and some of my training earlier. Today I learned the deal model which will further enrich my experiences. Oh, very good. I'm glad to hear that you've already used some critical reflection in the 105 00:24:14.940 --> 00:24:20.010 Amy Pinkerton (BSPH CTL Teaching Toolkit): Po pre and post survey. That's good to hear that. You've already experienced it in the past. 106 00:24:20.790 --> 00:24:25.939 Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright! And then any other thoughts or comments. Before we go on to takeaways. 107 00:24:28.890 --> 00:24:29.820 Amy Pinkerton (BSPH CTL Teaching Toolkit): Okay. 108 00:24:30.100 --> 00:24:41.909 Amy Pinkerton (BSPH CTL Teaching Toolkit): alright. So. There we go. Oh, before we get to takeaways, I did also want to mention. So we had 3 techniques that we went over today, the deal think again and integrative. 109 00:24:41.910 --> 00:25:06.859 Amy Pinkerton (BSPH CTL Teaching Toolkit): and to close out. I wanted to point out some integrative reflection questions that I incorporated into today's session. So if you'll recall integrative reflection, questions are sort of embedded into the instruction and activities. But you don't actually have students stop and complete them as an assignment. So here are some questions that I posed throughout today. The level of complexity matches the level of complexity for today's workshop 110 00:25:06.860 --> 00:25:13.030 Amy Pinkerton (BSPH CTL Teaching Toolkit): fairly introductory. But if you were doing this for a course, your questions might be a little more complex. 111 00:25:13.601 --> 00:25:20.639 Amy Pinkerton (BSPH CTL Teaching Toolkit): But today, as we were talking about benefits. I asked. Think about how reflections could benefit your students. 112 00:25:20.680 --> 00:25:27.040 Amy Pinkerton (BSPH CTL Teaching Toolkit): As I was introducing the 3 techniques I asked you to recall about techniques that you may have used in the past. 113 00:25:27.761 --> 00:25:35.550 Amy Pinkerton (BSPH CTL Teaching Toolkit): When looking at learning objectives and question complexity, I asked, what learning objectives would you like your students to reflect on for your course. 114 00:25:35.750 --> 00:25:41.340 Amy Pinkerton (BSPH CTL Teaching Toolkit): and when we were going over formats I asked you to think about what formats your course reflections could take 115 00:25:41.370 --> 00:26:00.269 Amy Pinkerton (BSPH CTL Teaching Toolkit): and again, the level of complexity. Most of these are recall, or remember, or applications. So how might you apply what you're learning, or what we're talking about since that was the right level of complexity for this workshop. But that was the way that I could integrate questions into day into today's session. 116 00:26:01.910 --> 00:26:27.869 Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright. So now I'm gonna wrap up by covering some key takeaways before we switch to we're gonna share some resources, and then we'll switch to the QA. At the end. Which will account for the next. The rest of today's session. Oh, and one I did. Wanna highlight that a frequently asked question that I get is, how do you actually grade reflections? So I'll be sure to answer that question during QA. So if you're interested in how to grade these please stick around 117 00:26:28.481 --> 00:26:44.060 Amy Pinkerton (BSPH CTL Teaching Toolkit): but for today, for to summarize what we've gone over so far. First, st we defined critical reflection as spending time to solidify connections between what a student experienced and the meaning or learning that they derived from that experience. And then we identified how this benefits students. 118 00:26:44.600 --> 00:26:53.290 Amy Pinkerton (BSPH CTL Teaching Toolkit): we examined 3 techniques that are simple but effective, to apply right away. And these are the deal. Think again, and integrative or ongoing techniques. 119 00:26:54.160 --> 00:27:06.690 Amy Pinkerton (BSPH CTL Teaching Toolkit): We identify different formats that reflections can take and emphasize that whenever possible, you can have give your students a choice as to what formats they can submit their reflections as. 120 00:27:07.130 --> 00:27:20.399 Amy Pinkerton (BSPH CTL Teaching Toolkit): And then we also explained that are emphasized that complex questions, prompt complex answers. So you want to match the level of complexity of your questions to the level of complexity that you're looking for from students. 121 00:27:20.650 --> 00:27:24.790 Amy Pinkerton (BSPH CTL Teaching Toolkit): And finally, we spent some time actually practicing some of these techniques. 122 00:27:26.380 --> 00:27:47.490 Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright. And then here are my resources, and these will be shared in the follow-up email. But I wanted to highlight the bottom resource reflection models from the University of Connecticut. This one has step-by-step instructions for other reflection techniques that we didn't get to today. But if you wanted to dive more into other techniques, that's a great place to start. 123 00:27:47.580 --> 00:27:51.440 Amy Pinkerton (BSPH CTL Teaching Toolkit): And now I'm going to pass things off to either Lauren or Emily. 124 00:27:54.360 --> 00:28:11.259 Emily Haagenson: Thank you all so much for joining us today. We would really appreciate your feedback. We designed these experiences for you. And so we want to know what you got out of today, and what went well, and what more we can provide you. 125 00:28:11.260 --> 00:28:26.660 Emily Haagenson: Lauren put the link in for this feedback form in the chat. Thank you, Lauren, but you can also access through the QR. Code. We have more sessions for picnic Pd. Coming up 126 00:28:27.170 --> 00:28:53.300 Emily Haagenson: continuing Tuesdays at noon. So please join us for the next session. That's about incorporating video into your course or any of the future sessions. All of the materials that we can share related to picnic Pd are available on the toolkit website. If you are hungry for more professional development resources. Ctl also has an essentials, of course, design 127 00:28:53.300 --> 00:29:04.759 Emily Haagenson: and teaching at Bsp course, that one's for faculty. We have a ta training course for tas as well as lots of 128 00:29:05.130 --> 00:29:23.879 Emily Haagenson: synchronous workshops and on-demand videos as well as a Ctl blog. So we have a lot of resources here for you. If you have any questions, please follow up with Amy, your host, today, or myself, Emily Higginson or Lauren. Dana. Thank you. 129 00:29:24.220 --> 00:29:52.339 Amy Pinkerton (BSPH CTL Teaching Toolkit): Thank you, Emily, and I wanted to highlight that. The essentials course and the Ta training course. Those are geared towards Bsp faculty and ta. But even if you're not a Bsp faculty or ta, you can still benefit from some of the modules, especially modules on things like active learning, pedagogy course design. So those things that are universal to universal instructional design. So even if you're not a Bsp, if you're from a different school, you can still benefit from checking those resources out 130 00:29:53.810 --> 00:30:08.839 Amy Pinkerton (BSPH CTL Teaching Toolkit): alright. And then, as I mentioned, the rest of today's session will be used for open Q, and a. So if you don't have any questions, you can hop off now. But before you go, please fill out the survey, because again, we really appreciate your feedback 131 00:30:09.113 --> 00:30:24.129 Amy Pinkerton (BSPH CTL Teaching Toolkit): and if you do have questions you can either post those in the Zoom chat, or you can raise your hand in zoom and ask verbally but I did promise that I will answer the question. How do you grade a reflection? So I'll go ahead and answer that frequently asked question first.st 132 00:30:24.777 --> 00:30:29.430 Amy Pinkerton (BSPH CTL Teaching Toolkit): So when you're grading a reflection? There's 2 133 00:30:29.730 --> 00:30:42.116 Amy Pinkerton (BSPH CTL Teaching Toolkit): core approaches to it. The 1st approach is a pass fail. So did the students complete the reflection, yes or no. But if you want to actually look at what they're reflecting and 134 00:30:42.500 --> 00:30:49.769 Amy Pinkerton (BSPH CTL Teaching Toolkit): really dive into the quality of their analysis, then you can you can use, say, a rubric to 135 00:30:50.254 --> 00:31:15.039 Amy Pinkerton (BSPH CTL Teaching Toolkit): grade students. And you're not necessarily grading the content of the students. Reflection but the quality of how deeply the students are analyzing their learning experience. And again, I recommend using a rubric to really keep your grading consistent and focused for these more subjective type of assignments and the instructional design team at Ctl. Would be happy to help you. Consult with you and creating that rubric 136 00:31:15.457 --> 00:31:31.530 Amy Pinkerton (BSPH CTL Teaching Toolkit): and then, as we mentioned earlier. You can also use reflection as a formative assessment versus a summative assessment where you're just giving students feedback and maybe identifying what they're doing well. What they have a good grasp on, and maybe what they need to have more information or instruction on. 137 00:31:31.770 --> 00:31:36.770 Amy Pinkerton (BSPH CTL Teaching Toolkit): So that is, in a very short nutshell. How you grade reflections. 138 00:31:36.930 --> 00:31:39.309 Amy Pinkerton (BSPH CTL Teaching Toolkit): and I'm going to stop sharing 139 00:31:42.120 --> 00:31:46.740 Amy Pinkerton (BSPH CTL Teaching Toolkit): And then any other questions, all things reflection. 140 00:31:47.680 --> 00:31:49.430 Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh, Selen, I see your hand up. 141 00:31:49.620 --> 00:31:53.953 Celine Greene: Yeah, I was quicker to unhide my video than raise my hand. Sorry. 142 00:31:54.740 --> 00:31:56.030 Celine Greene: So 143 00:31:56.250 --> 00:31:57.440 Celine Greene: I. 144 00:31:57.890 --> 00:32:05.080 Celine Greene: The critical reflection is part of a lot of the programs have portfolio tools, and that's something that 145 00:32:05.610 --> 00:32:10.679 Celine Greene: is asked of a lot of students who are earning their degree. So it's like really important. 146 00:32:11.160 --> 00:32:13.140 Celine Greene: I think, when 147 00:32:13.400 --> 00:32:25.970 Celine Greene: classes are applying this technique to kind of relay, that as one of the things like the whole engagement of, why are we doing it this way. That's 1 of the things that I think can be stressed is how it is 148 00:32:26.658 --> 00:32:35.210 Celine Greene: imperative for many of the degree programs. And then the other thing that I was interested in your thoughts on critical reflection. 149 00:32:35.240 --> 00:32:38.722 Celine Greene: It is active learning in a certain way. But, 150 00:32:39.120 --> 00:32:49.260 Celine Greene: How? What are your thoughts on critical reflection in terms of with peers as opposed to self reflection cause you talked about formats, but you talked about literally 151 00:32:49.640 --> 00:32:54.419 Celine Greene: of the reflection, not of how it's being shared. So I was interested in your thoughts on that. 152 00:32:54.510 --> 00:33:03.620 Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes, so if you're sharing a reflection with peers, typically, I would think that would be tied to either a group 153 00:33:03.760 --> 00:33:08.730 Amy Pinkerton (BSPH CTL Teaching Toolkit): project, or something that they've experienced together. And I think 154 00:33:08.840 --> 00:33:20.369 Amy Pinkerton (BSPH CTL Teaching Toolkit): it's appropriate like, say, you're using a discussion forum as the method of sharing a reflection. So if you're doing that, then that that tells the student, hey, this is going to be 155 00:33:20.730 --> 00:33:30.652 Amy Pinkerton (BSPH CTL Teaching Toolkit): public to the rest of the class. And if you're sharing it publicly to the class. I think that it's important to use questions that 156 00:33:31.430 --> 00:33:39.442 Amy Pinkerton (BSPH CTL Teaching Toolkit): to craft your questions in a way that would be appropriate to share with the class. So, for example, you might not say, Hey, what you know? What did you? 157 00:33:39.850 --> 00:33:45.620 Amy Pinkerton (BSPH CTL Teaching Toolkit): What did you not understand about this topic, or would like to have more information about that might not be a great one. To discuss. 158 00:33:45.780 --> 00:34:12.996 Amy Pinkerton (BSPH CTL Teaching Toolkit): a good one to discuss might be, what are the implications, or how might you apply this to your work? And that way students can see. Oh, you might have an Mph student and a Drph student, and they can see how they're each applying whatever they're learning differently. So if there's a discussion mechanism, if you're gonna use a a a it as a discussion mechanism. Then make sure you craft the question to prompt that discussion and interaction. 159 00:34:13.786 --> 00:34:20.423 Amy Pinkerton (BSPH CTL Teaching Toolkit): also, as a faculty or ta, you might do some moderating to make sure that things are respectful in the in the discussion. 160 00:34:21.122 --> 00:34:50.089 Amy Pinkerton (BSPH CTL Teaching Toolkit): And then, if it's geared towards a shared experience or a shared assignment, so like group work. I mentioned that you might consider incorporating some group dynamic reflection questions into the experience as well. So you might say. What were your thoughts like, how well did the group work together? What worked really? Well? And then, maybe what might you? Your group, do differently? In the future? Or how did your collaboration skills develop over the course of this shared group project? 161 00:34:50.556 --> 00:34:53.139 Amy Pinkerton (BSPH CTL Teaching Toolkit): So I hope I hope that answers your question. 162 00:34:54.420 --> 00:35:03.500 Amy Pinkerton (BSPH CTL Teaching Toolkit): Yeah, I got a thumbs up. Very good. Any other questions, or just comments? Oh, I see a new message in chat. Thanks. 163 00:35:13.830 --> 00:35:15.799 Celine Greene: So so can I fill the void. 164 00:35:15.800 --> 00:35:16.440 Amy Pinkerton (BSPH CTL Teaching Toolkit): Can. 165 00:35:16.440 --> 00:35:19.629 Celine Greene: I mean, I don't want to take away from anybody else. 166 00:35:20.218 --> 00:35:31.189 Celine Greene: But one of the things that you embrace in this session and in your suggestions, especially in the formats, was universal design for learning. 167 00:35:31.210 --> 00:35:35.379 Celine Greene: and the ultimate goal of universal design for learning isn't about 168 00:35:35.760 --> 00:35:47.369 Celine Greene: how to present things in multiple formats. The ultimate goal is to allow individuals to understand how they learn best, and by embracing critical reflection. 169 00:35:47.490 --> 00:35:57.766 Celine Greene: that is an opportunity for individuals to identify. How do I learn best? Right? And so that's another thing, another 170 00:35:59.310 --> 00:36:05.559 Celine Greene: support to when you are presenting this learning activity toward your students. You know, it's not just about 171 00:36:05.920 --> 00:36:15.239 Celine Greene: raising the bar and Bloom's taxonomy, but it's also about learning how you learn best. And sometimes that critical reflection could just be 172 00:36:15.750 --> 00:36:19.289 Celine Greene: what you did or didn't enjoy about the activity, not 173 00:36:19.360 --> 00:36:28.040 Celine Greene: or or the actual learning process, not the actual content, but the actual process of learning. So I wanna encourage that 174 00:36:28.120 --> 00:36:33.988 Celine Greene: piece of a critical reflection, too. If somebody were to create a rubric only because 175 00:36:35.330 --> 00:36:45.290 Celine Greene: it would prompt students to again critical, reflect their own journeys toward being lifelong learners and in critical reflection. That's 176 00:36:45.960 --> 00:36:57.789 Celine Greene: it's just a great opportunity to to go there. So just another thing, not just how is this going to be applied to my program or certificate? But how is it going to be applied to me in my journey? 177 00:36:58.280 --> 00:37:20.889 Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes, thank you, Celine. That was a really great point, and I swear I didn't like hire Celine to say that during today's QA. But that is such a great point that critical reflection can be really useful for students to identify, not only like what they're learning and how it's applied, but also how they learn and what works for them. So very, very good insight Emily. 178 00:37:21.710 --> 00:37:27.159 Emily Haagenson: Yeah. I'm wondering if you have advice, for how faculty can use 179 00:37:27.200 --> 00:37:31.980 Emily Haagenson: the critical reflections that they read from students. So if. 180 00:37:31.980 --> 00:37:32.550 Amy Pinkerton (BSPH CTL Teaching Toolkit): Yeah. 181 00:37:32.550 --> 00:37:45.690 Emily Haagenson: Reading or looking at the critical reflection that students do. How do they then apply that to future iterations of the course or changes they might wanna make. Do you have suggestions? There. 182 00:37:45.690 --> 00:38:09.529 Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes, that's a great question. So that's tied to analyzing qualitative student data. If you consider your reflections as a a data point, for whenever you're going back and maybe doing course, review or revision and when you're doing that, I would say, revisions are great to see. What students are getting like, what they're what they are understanding, and have a good grasp on in their analysis. 183 00:38:09.530 --> 00:38:19.499 Amy Pinkerton (BSPH CTL Teaching Toolkit): And then also, if they're missing something, if there's something that they're not quite thinking as deeply on, or maybe it's not even in the analysis at all. So maybe it's a gap. 184 00:38:19.796 --> 00:38:24.250 Amy Pinkerton (BSPH CTL Teaching Toolkit): So that's a good indication to you as the faculty or ta to say, Oh. 185 00:38:24.250 --> 00:38:28.959 Amy Pinkerton (BSPH CTL Teaching Toolkit): I need to spend a little bit more time on that that piece. That's a gap 186 00:38:29.283 --> 00:38:55.149 Amy Pinkerton (BSPH CTL Teaching Toolkit): so it can help you identify. Maybe you needed a little bit extra content, maybe more readings or more instruction on that piece. For a future offering of the course, or if it's like the midterm, or like that post survey, maybe you can pivot, and I and address that while the course is live as well. So it can get be a really great formative assessment. During the term. In case you need to cover something, maybe in a live talk 187 00:38:55.505 --> 00:39:00.840 Amy Pinkerton (BSPH CTL Teaching Toolkit): or in a clarifying email or something. So you can definitely use it that way. 188 00:39:03.100 --> 00:39:13.409 Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright? Any other questions or comments, or if you want to share, if you have ideas about how you're going to incorporate reflections in your courses that's always exciting to hear. 189 00:39:18.200 --> 00:39:22.770 Amy Pinkerton (BSPH CTL Teaching Toolkit): And if not, that's okay. We still, you can have some more time. Oh, Josh. 190 00:39:24.930 --> 00:39:27.220 Joshua Francisco: Hi, yes. So like. 191 00:39:27.560 --> 00:39:33.390 Joshua Francisco: I work with things in coursera. So there's reflections right? But also there's 192 00:39:33.740 --> 00:39:34.420 Joshua Francisco: but 193 00:39:34.670 --> 00:39:46.089 Joshua Francisco: okay. So I was working on this course? They had, you know, reflection questions at the end, but also before the even before the the lecture video. They have like guiding questions. 194 00:39:46.090 --> 00:39:46.510 Amy Pinkerton (BSPH CTL Teaching Toolkit): Hmm. 195 00:39:46.510 --> 00:40:11.069 Joshua Francisco: So you know, you have questions, you know. Not just like, okay. Let's look back at what we learned. Let's look at look back at the process. There's also like this these like guiding questions, where, like, all right, we're about to learn. These are these are some things to consider. As you're, you know, you're watching this video as you're doing this activity as you're engaging in this module like that. Also kind of spurs that self talk and I guess, like, you know, reflection is. 196 00:40:12.325 --> 00:40:24.029 Joshua Francisco: I guess, at some point. Also, like, you know, those guiding questions can also be considered reflections. Then we we get tangled it up with like semantics. But then that's just to say that, you know. 197 00:40:25.520 --> 00:40:26.920 Joshua Francisco: there are a lot of different 198 00:40:27.507 --> 00:40:33.619 Joshua Francisco: other words for reflections that still has like has own meaning, but still speaks to 199 00:40:33.630 --> 00:40:35.240 Joshua Francisco: the benefits of reflection. 200 00:40:36.100 --> 00:40:40.520 Joshua Francisco: And but like getting guiding questions has been something that I've been thinking a lot about 201 00:40:41.410 --> 00:40:43.670 Joshua Francisco: because you know, it spurs that self-talk. 202 00:40:44.080 --> 00:40:58.127 Amy Pinkerton (BSPH CTL Teaching Toolkit): It does. Yeah, yeah, that's a great. That's an interesting way to apply reflection questions to where you might pose them at the beginning so similar to the the pre survey, like, have students thinking about something, and then 203 00:40:58.750 --> 00:41:23.360 Amy Pinkerton (BSPH CTL Teaching Toolkit): and then they experience the instruction or the activity. So it's a good way to prime students. Onto what? To for what? To look for. It's almost the same in the same vein as sharing the learning objectives before diving into a module or a lecture where you're saying, Hey, these are the things that you should pay attention to. This is these are the goals. Here's what you should pay attention to. And here's some questions to consider as we go through this content together. 204 00:41:23.706 --> 00:41:37.929 Amy Pinkerton (BSPH CTL Teaching Toolkit): And that also is in the same vein or same light as the integrative questions where? You just post questions to get students thinking without actually maybe completing a a formal, reflective assignment. So very good. Thanks, Josh. 205 00:41:40.740 --> 00:41:43.350 Amy Pinkerton (BSPH CTL Teaching Toolkit): all right. Any other questions or comments. 206 00:41:48.360 --> 00:41:50.120 Amy Pinkerton (BSPH CTL Teaching Toolkit): if oh, Lauren! 207 00:41:50.550 --> 00:42:04.099 Lauren Dana: I was. Gonna say, Amy, I really appreciate how you showed the different formats of reflection cause I do think faculty, and even I'm guilty of this as a teacher of going to the written modality. Which I think 208 00:42:04.130 --> 00:42:33.420 Lauren Dana: it's really great to show that there are other options, for, like, whether it's a presentation, a video or just audio. And I wanted just your opinion, Amy, on, do you feel generally I feel like these would share the same criteria or the same rubric? But do you feel like style, or any other part of that might change in the rubric as you switch modalities. Does that make sense? So if a student chooses a written versus audio or versus a video, like expression becomes a take all. Or would you? 209 00:42:33.720 --> 00:42:38.782 Lauren Dana: You. Does that make sense like? If you would specify for each modality a different format. 210 00:42:39.080 --> 00:42:41.000 Amy Pinkerton (BSPH CTL Teaching Toolkit): Yeah. I think. 211 00:42:42.450 --> 00:43:07.100 Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes and no. They're the criteria like the core criteria, which would be an analysis of the the quality of their analysis or criteria, or grading the quality of their analysis that would be consistent across modalities. But where you might have some changes and criteria might be like. For example, if it's written, if you're if you're also looking at things like grammar 212 00:43:07.500 --> 00:43:16.414 Amy Pinkerton (BSPH CTL Teaching Toolkit): style, spelling the sort of like written criteria, or if it's verbal, you might also 213 00:43:17.760 --> 00:43:37.260 Amy Pinkerton (BSPH CTL Teaching Toolkit): include something about. Oh, was this like clearly articulated or communicated? So you might include some like speaking criteria as well. So those criteria might change. But the core criteria, which is the the analysis of the or the greeting of their their analysis that I think would be consistent across modalities. 214 00:43:38.110 --> 00:43:39.750 Amy Pinkerton (BSPH CTL Teaching Toolkit): I hope that makes sense 215 00:43:44.990 --> 00:43:46.760 Amy Pinkerton (BSPH CTL Teaching Toolkit): alright. Any other 216 00:43:48.070 --> 00:43:50.439 Amy Pinkerton (BSPH CTL Teaching Toolkit): questions. All things reflection. 217 00:43:54.540 --> 00:44:14.527 Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright. Well, I don't see any other questions coming in. But thank you so much for staying on. And I hope that you found this workshop to be helpful, as you incorporate reflections into your course. And I also hope that you check out the other picnic Pd sessions. they are. There are all kinds of topics and 218 00:44:14.920 --> 00:44:18.000 Amy Pinkerton (BSPH CTL Teaching Toolkit): they're pretty cool, so check those out 219 00:44:19.630 --> 00:44:22.710 Amy Pinkerton (BSPH CTL Teaching Toolkit): alright. Thank you so much. And I'm going to stop the recording.