Please Watch Professor's Video Attached For Further Explanat

Please Watch Professors Video Attached For Further Explanation Of I

Students will write a reflection of their progression and development on each of the CBU University Student Outcomes (USO) and submit supporting evidence (a previous assignment) from the courses completed during their undergraduate work for each reflection. The reflection will address the academic program as a whole and evaluate how the LBS degree requirements have helped them meet both the USO and contributed to their own personal and professional development. The USOs are listed in the document provided. The following describes the expectations for each reflection assignment: Completion of Reflection for Evidence of Learning (250/350+/- words seems to be the average size of a reflective writing) Step One: Add the Reflective Statement A reflective writing has an introduction/thesis statement which should identify the USO being documented and the Critical Assignments being posted to address that specific USO.

This opening statement helps to clarify your intentions for the reader and becomes the guide to be used to evaluate your knowledge and understanding of this USO. The purpose of your opening/thesis statement is to explain the relevance and significance of the assignment chosen Education paper (in relationship to the USOs and your professional development) which you have posted in your portfolio as follows: 1. Relevance: Explain the relevance of the Critical Assignment to the USO ( Implementing a personal and social ethic that results in informed participation in multiple levels of community) by first identifying and repeating language from the USO being documented (Implementing a personal and social ethic that results in informed participation in multiple levels of community ).

Example: To demonstrate my understanding of __ ( Implementing a personal and social ethic that results in informed participation in multiple levels of community )_____ and my ability to create learning opportunities that support __ ( Implementing a personal and social ethic that results in informed participation in multiple levels of community )_, I have included (name the artifact… i.e., Curriculum Unit/writing./project) * Education in the U.S Paper ). 2. Significance : Explain the significance of the critical assignment (aspects of the assignment as evidence of your development as a professional educator, both over all and in reference to a particular USO. Provide two or three areas of significant relevance to the USO you are documenting ( Implementing a personal and social ethic that results in informed participation in multiple levels of community ) which you can support with the evidence in your artifact or (paper).

Example: "My ( name or reference your critical assignment or selected artifact… ex. Education paper )......." follow here with an explanation of how your assignment demonstrates your competence. Proceed to provide examples of your competence in the elements of the standard that you are addressing ( Implementing a personal and social ethic that results in informed participation in multiple levels of community ) by providing specific examples from within your assignment ( paper on Education ). Be very specific and intentional about your examples. First, through the ( choose something specific in the paper) I can demonstrate my ( use/knowledge of/ USO words that are relevant) ( Implementing a personal and social ethic that results in informed participation in multiple levels of community ).

Continue with your reflective statement. This artifact also demonstrates my ability to ____(state specific section of standard ) (Implementing a personal and social ethic that results in informed participation in multiple levels of community)________ which is necessary for ( state benefit…e x. ELD learners to succeed in learning___?? ) . Another good example of (state specific part of USO) ( Implementing a personal and social ethic that results in informed participation in multiple levels of community) appears within the (i.e., second Direct Instructionlesson plan ) where students are asked to ______________. This type of activity brings students to (ex. develop higher order thinking skills) and _______________ etc.

Finally, ________(Add what is necessary to demonstrate your proficiency with this standard in the rest of the paragraph.) 3. Link to Theory: (Continue your reflection with a link to a theory/theology) Explain the theoretical links that support your learning and professional practices through your artifacts. (Example: Mention the learning theory, assessment theory, student engagement in learning, curriculum theory, diversity beliefs, theological/world view positions that support your thinking/learning.) See professor's video for examples) Theoretical links can be woven through the paragraph or added at the end according to what works best for your text. 4. Professional Actions : (DO NOT FORGET TO Conclude your reflection with application to your future professional development.) Important What will you do now that you have this information or deeper understanding/learning as a future teacher? Mention your next actions in this specific area of professional development. This section concludes your reflection. Step Two: Self Analysis and Reflection Checklist…Simply ask yourself questions about your reflective statement to insure it is accurate and complete. Does your reflection…???? · Discuss how the artifact(s) supports the USO or specific aspects of the USO standard? · Establish relevance to the USO standard? · Reveal what you know about the subject mater? · Demonstrate integration of theory into practice? · Reveal how the artifact demonstrates the notion that you (the teacher) can make meaningful learning opportunities for students? · Does this section discuss the outcomes of the teacher’s implementation of the learning standard being documented? · Connect to theory in a meaningful manner? · Provide a view of how your learning will take you to the next step of your professional development? -Professor's video explaining how to write narrative click here....... here is the Week 2 Essential Video -Education Paper to use as the "artifact" in reflection is attached. -University Student Outcomes (USO) explanation attached.

Paper For Above instruction

The assignment requires students to reflect on their development concerning each of the CBU University Student Outcomes (USOs) by analyzing and discussing supporting evidence from their coursework. This reflection should be between 250 to 350 words and must include an introduction stating the USO being addressed and the nature of the artifact, such as a prior assignment. The introduction should clarify the significance of the artifact in relation to the USO and professional growth. Subsequently, the reflection must detail specific examples from the artifact demonstrating mastery of the USO, linking these examples to theory and showing how the experience supports professional practice. It should conclude with a forward-looking section describing future actions for continued development. The reflection must be comprehensive, addressing how the artifact supports the USO, the relevance to teaching practices, integration of theory, and implications for future growth. The process involves a careful self-analysis, ensuring that all criteria—such as support to the USO, connection to theory, demonstration of meaningful learning, and professional advancement—are met. The artifact referenced is an education paper provided as part of the coursework, which exemplifies the student's competency and understanding of the USOs.

Paper For Above instruction

The process of reflecting on one’s professional development through the lens of specific university outcomes is fundamental for educator growth. In this context, the assignment focuses on demonstrating how a particular artifact, in this case, an education paper, evidences progress in achieving a designated USO. The reflection begins with a clear introductory thesis that specifies the USO addressed and links the artifact to personal and professional development. For example, if the USO pertains to implementing ethical participation within community contexts, the opening statement reiterates this and explains how the artifact supports this outcome. The core of the reflection involves analyzing specific elements within the artifact that demonstrate understanding and competence related to the USO. For instance, the education paper might showcase how the student discussed community engagement strategies or ethical considerations in education, aligning with the USO of fostering informed community participation. The analysis should include detailed examples, such as how the student applied theoretical frameworks or assessment strategies to real-world scenarios, highlighting their ability to connect theory and practice effectively.

Furthermore, linking the artifact to relevant educational or social theories enhances the depth of the reflection. For example, referencing social learning theory, ethical development models, or curriculum theories can contextualize the student's approaches and understanding. This theoretical connection demonstrates not only mastery of content but also reflection on how these theories influence professional decision-making. The final sections of the reflection look ahead to future professional actions. Based on insights gained through evaluating the artifact and reflection, the student identifies specific next steps to deepen their practice, such as engaging in community-based projects or studying further about ethical frameworks.

Overall, this reflective practice encourages a comprehensive evaluation of how coursework and artifacts contribute to ongoing professional growth. By continuously examining and articulating mastery of the USOs, future educators can better understand their development trajectory. In summary, the reflection is a critical exercise in linking coursework artifacts, such as the education paper, to broad educational standards and personal growth, ultimately fostering reflective practitioners committed to continual improvement.

References

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