Giving Useful Feedback on Reflective Writing Assignments
Reflective writing is an increasingly common method to help students think about what they have read. Reflective writing is also a useful tool for verifying that students have done the required reading and for assessing the degree to which they have read it. By asking students to reflect upon what they've read, such assignments force students to approach an assigned reading differently than they would if they think they will be quizzed on the reading. Reflective writing is also useful beyond reading. This kind of work can be useful for preparing students for class discussions on any topic and often helps our more reticent students more comfortably express their opinions.
In the second part of this series, we will focus on how to provide feedback to students on their reflective writing assignments. Just as these assignments are greatly adaptable to different learning situations and teaching styles, the kind and amount of feedback with which you can provide your students is up to you. Some form of feedback, though, is necessary if we want students to learn from this kind of work. Dr. Jay Todd (English) will discuss a number of models for providing feedback and will lead attendees in exercises to experiment with a number of those methods.
- Led by: Dr. Jay Todd (English)
- Date: Thursday, March 1, 2012
- Time: 12:15 - 1:05 PM
- Location: Mellon Seminar Room - Library 532B
- Sponsor: Read Today, Lead Tomorrow; CAT
To register: Please rsvp to firstname.lastname@example.org.
Event ID: 01164
Remember: Bring your water bottle to CAT+FD events. We'll supply the H2O.