Comments on: Reflective learning — following the conversation http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/ technology, libraries, and schools Wed, 02 Dec 2009 18:29:26 -0500 http://wordpress.org/?v=2.8.2 hourly 1 By: Not So Distant Future » Making the potion: Focusing on the research process http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/comment-page-1/#comment-1109 Not So Distant Future » Making the potion: Focusing on the research process Tue, 17 Jul 2007 13:39:36 +0000 http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/#comment-1109 [...] few days ago, I wrote about reflective learning, and really identified with Will Richardson’s and David Warlick’s comments about [...] [...] few days ago, I wrote about reflective learning, and really identified with Will Richardson’s and David Warlick’s comments about [...]

]]> By: Christy Tucker http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/comment-page-1/#comment-1102 Christy Tucker Sat, 14 Jul 2007 12:55:02 +0000 http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/#comment-1102 Thanks for the link and the compliment! I like how you summarized it here as focusing on the process rather than only the finished product. I wonder how assessment works when you're focusing on the process though; if there's too much focus on just the process, nothing would ever get finished. I'm not convinced that's realistic; we do have to complete projects in the real world. The idea you shared about the Occasional Papers intrigued me because it does show end points, or at least milestones where a project winds down. I understand where David Warlick is coming from that much of learning is never finished, but I think we also have to make concessions to the idea that we need milestones along the way. I know that I need places to pause and reflect and get feedback in my own learning. Maybe that's still process though, at a bigger level. Can it be a process with many products along the way? Thanks for the link and the compliment! I like how you summarized it here as focusing on the process rather than only the finished product. I wonder how assessment works when you’re focusing on the process though; if there’s too much focus on just the process, nothing would ever get finished. I’m not convinced that’s realistic; we do have to complete projects in the real world. The idea you shared about the Occasional Papers intrigued me because it does show end points, or at least milestones where a project winds down. I understand where David Warlick is coming from that much of learning is never finished, but I think we also have to make concessions to the idea that we need milestones along the way. I know that I need places to pause and reflect and get feedback in my own learning. Maybe that’s still process though, at a bigger level. Can it be a process with many products along the way?

]]> By: Carolyn Foote http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/comment-page-1/#comment-1101 Carolyn Foote Fri, 13 Jul 2007 16:02:36 +0000 http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/#comment-1101 I agree, Doug. How to get that across better or work as a team better with teachers is something I want to discuss and think about more. By the way, I am planning another post on this idea of reflection and extending but more focused on the library specifically! I agree, Doug. How to get that across better or work as a team better with teachers is something I want to discuss and think about more.
By the way, I am planning another post on this idea of reflection and extending but more focused on the library specifically!

]]> By: Doug Johnson http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/comment-page-1/#comment-1100 Doug Johnson Fri, 13 Jul 2007 15:24:20 +0000 http://futura.edublogs.org/2007/07/13/reflective-learning-following-the-conversation/#comment-1100 One of the things I've noticed is that when we ask students to follow an information problem solving model like the Big6, we tend to ignore the 1st step of defining the task and the last step of evaluating the product and the process. It's the final step where we need to ask students to reflect on both how good their product was AND how effective they were in doing their work. I'd ask students to always answer the question "What will I do differently next time to improve my work and skills?" Just a thought. Enjoyed your post, Doug One of the things I’ve noticed is that when we ask students to follow an information problem solving model like the Big6, we tend to ignore the 1st step of defining the task and the last step of evaluating the product and the process. It’s the final step where we need to ask students to reflect on both how good their product was AND how effective they were in doing their work. I’d ask students to always answer the question “What will I do differently next time to improve my work and skills?”

Just a thought. Enjoyed your post,

Doug

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