information for charts: students of english 104-05, jackson state university (see presenter...
TRANSCRIPT
Information for charts: Students of English 104-05, Jackson State University
(See Presenter Utilities for names of contributing students.)
Travel Grant: Center for University Scholars, Jackson State University
Graphics, top photograph: Anne McLeod
Bottom photograph: NASA and ESA “Sombrero Galaxy”
Poster Printing: Lauren Bryant and CIDER
Multiplying the Benefits of Active Learning through Shared Reflection© 2013 by Stephen G. McLeod, Ed.D.
Jackson State University, Jackson, Mississippi
Abstract
In order for active learning to occur, students must engage in both components of the active learning process: action and reflection (Bonwell & Eison, 1991; Karmas, 2006). Accordingly, in a previous CHEP session, McLeod (2011) introduced the “After-Action Report” as a tool for stimulating student reflection in all disciplines. After students complete a major assignment, the After-Action Report provides them with an opportunity to reflect—in writing—on (a) the easiest aspect of the assignment, (b) the most challenging aspect, and (c) the strategies they used to overcome the challenge. Going beyond this first level of reflection (self-reflection), this year’s session will engage participants in exploring the benefits of additional levels of reflection (shared reflection). For example, a second tier of reflection occurs when students share and discuss their reflections from the After-Action Report in small groups of three or four. Each group them produces a chart with two columns: one column lists the challenges identified by the group, and the other column lists the strategies applied to overcome each challenge. A third tier of reflection occurs when the spokesperson for each group shares the group’s findings with the entire class. A fourth tier of reflection occurs when the professor reflects on these group charts, combines the data into a comprehensive chart for the entire class, and shares the chart with the students. In addition to the metacognitive benefits of multitiered reflection, through which both students and professors improve the teaching-learning process, multiple layers of reflection further multiply the benefits of an assignment by providing additional opportunities for students to develop skills in written communication, oral communication, collaboration, and presentation. Moreover, if the professor shares the comprehensive chart with students during subsequent semesters, an additional tier of shared reflection is created across the dimension of time.
References
Sample Small Group Challenge/Strategy Chart
Levels of Reflection
Acknowledgements
Contact Information
“Also the universe He has placed in their mind” (Ecclesiastes 3:11).
Stephen G. McLeod, Ed.D.P.O. Box 190411, Jackson, MS 39217
Challenge Strategy
Describing the topic in sufficient detail Remember the subject and describe all of its aspects in order to bring out the description.
Formatting the strategy page Follow the example provided.
Getting a topic that I felt that I could amply describe
Choose a topic that is recent so that the details are still fresh in your mind.
Following directions and meeting due dates Re-check the assignment requirements.
Adding more details Check to see where more description is needed; fully describe the topic; get all of the senses involved.
Comprehensive Challenge/Strategy ChartChallenge Strategy
Category 1: Procedural Concerns
Challenge: Formatting the strategy page
Follow the example that Dr. McLeod provided.
Following directions and meeting due dates
Re-check the assignment requirements and ensure that the assignment is complete before the day it is due.
Overcoming procrastination
Do the assignment on the day that you receive it.
Finding time to do the work
Remove yourself from the distractions of your room: Work in the library or the writing center.
Category 2: Rhetorical Mode, Subject, Audience, Purpose
Getting a topic that I felt that I could amply describe
Choose a recent topic that is fresh on your mind; choose a topic that you are well aware of; ask family members or the professor for suggestions.
Keeping the audience entertained
Consider the perspective of your audience.
Getting my audience’s attention
Get feedback on this point via peer review.
Category 3: Development
Not being able to look at the object or the place I was describing
Look at photos of the object or the place.
Describing the topic in sufficient detail
Revisit the object or the place in person, in memory, or via photos. Describe all aspects of the object or the place. Check your description for areas where more detail is needed; then fully describe the place or object. Get all of the senses involved. Focus on the little things.
Category 4: Coherence
Organization
Prepare an outline.
Bringing my thoughts together
Take your time. Don’t rush through the assignment.
Category 5: Unity
Incorporating enough history without it becoming a narrative paragraph
Provide brief background on the place or object without overpowering the sensory aspect of it.
Category 6: Technique
Putting my descriptions into words
Just write what you see and experience.
Expressing thoughts clearly
Peer review: Get and give feedback on clarity.
Avoiding fragments and run-on sentences
Re-read and edit your composition until you have found and corrected the errors; engage in peer review.
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: The George Washington University, School of Education and Human Development.
Karmas, C. (2006). Active learning in the humanities classroom: Everything, nothing, something, anything. International Journal of the Humanities, 3(6), 237-244. Retrieved from www.Humanities-Journal.com
McLeod, S. G. (2011). Improving the products and processes of teaching and learning with an After-Action Report. In P. Doolittle (Ed.), Proceedings 2011: Third Annual Conference on Higher Education Pedagogy (p. 180). Blacksburg, VA: Virginia Tech.
Sample After-Action Report AssignmentYour assignment for today’s class is to write an After-Action Report by reflecting on your experience of completing the Descriptive Assignment. Your report with consist of three paragraphs, each built on a topic sentence that you will compose by completing the three sentence stems below:
1. The easiest thing about writing my description was.... Complete that sentence stem. Then develop the idea by adding facts, reasons, examples, and details to produce a fully developed paragraph.
2. The most challenging thing about writing my description was.... Now complete that sentence stem. Then develop the idea by adding facts, reasons, examples, and details to produce a fully developed paragraph.
3. I overcame this challenge by.... Complete that sentence stem. Then develop the idea by adding facts, reasons, examples, and details to produce a fully developed paragraph.
When you finish all three paragraphs, submit your After-Action Report to your professor.
“Just as a reflector telescope can reveal the wonders of the macrocosm, so the act of reflection can reveal our potential and help us to improve our performance.”
—S.G. McLeod