Each Wednesday You Will Turn In A Reflection Memo With Your

Each Wednesday You Will Turn In A Reflection Memo With Your Personal

Each Wednesday you will turn in a reflection memo, with your personal reactions to the course material. You should use this exercise as an opportunity to integrate course material with your own life and experiences, and for you to give me feedback on how the course is going for you. The content of the memos should focus on both the course material and your experiences but are otherwise open to you. For example, you might discuss your reaction to class discussions, films, lectures, or readings, report on an event in your life or conversations you’ve had with friends and family about course material. These are not reading or lecture summaries. Your reflection memos should be no less than a paragraph but no more than a page.

Paper For Above instruction

Reflective writing is a crucial component of understanding and integrating course content, especially when it involves personal reactions and experiences. This assignment requires weekly submission of a reflection memo, which should incorporate personal insights, reactions to course material, and connections to one’s life. The primary goal is to foster a deeper understanding of the course topics by relating them to personal and real-world contexts, thereby enhancing engagement and retention.

Reflective memos serve as an active learning process, allowing students to process and evaluate the material beyond passive consumption. In particular, these reflections enable students to assess how the course content resonates with their own experiences, beliefs, and knowledge, fostering critical thinking and self-awareness. For example, a student might reflect on how a lecture or reading challenged their previous assumptions, or how a discussion or film provided new perspectives on a societal issue. These reflections can also include personal anecdotes or experiences discussed in conversations with others, emphasizing the relevance of academic content beyond the classroom.

When writing these memos, students should aim for a thoughtful and honest examination of their reactions and experiences, maintaining a balance between personal insights and critical engagement with the course material. The memos should avoid mere summaries of lectures or readings, instead focusing on interpretation, analysis, and personal meaning. In terms of length, a minimum of one paragraph ensures depth, while a maximum of a page encourages conciseness and clarity.

Consistent weekly submissions help develop a habit of reflective thinking, which is beneficial not only for academic growth but also for personal development. Through regular reflection, students can identify recurring themes, questions, and insights, which contribute to a more meaningful learning experience. Furthermore, providing feedback on the course and its content can guide instructors in refining teaching strategies to better meet students’ needs.

References

  • Brookfield, S. D. (2017). Becoming a critically reflective teacher. Jossey-Bass.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath and Company.
  • Kumashiro, K. K. (2012). Unbecoming colonial: Toward a decolonizing framework for anti-oppressive education. Teachers College Record, 114(12), 1-28.
  • Mezirow, J. (1990). How transformative learning occurs. In J. Mezirow (Ed.), Fostering critical reflection in adulthood (pp. 3-20). Jossey-Bass.
  • Moon, J. A. (2013). Critical reflection and reflective practice: Towards a holistic perspective. Routledge.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Rolfe, G., Freshwater, D., & Jasper, M. (2010). Critical reflection in practice. Wiley-Blackwell.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  • Larrivee, B. (2000). Transforming practice: becoming a critically reflective teacher. Reflective Practice, 1(3), 293-307.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching & Teacher Education, 11(1), 33-49.

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