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Promoting Student Reflection through Reflective Writing Tasks

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Title: Promoting Student Reflection through Reflective Writing Tasks
Language: English
Authors: Elena Taylor
Source: Journal on Empowering Teaching Excellence. 2023 7(1):44-60.
Availability: Utah State University. Merrill-Cazier Library, 3000 Old Main Hill, Logan, UT 84322. Tel: 435-797-1391; e-mail: jete@usu.edu; Web site: https://digitalcommons.usu.edu/jete/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Reflection, Writing Instruction, Writing Exercises, Student Attitudes, Self Evaluation (Individuals), Learning Experience, Teaching Methods, Student Educational Objectives, Student Improvement, Classroom Environment, Instructional Materials, Writing Assignments, Feedback (Response), Learning Activities, Journal Writing, Cues, College Faculty, College Students
ISSN: 2644-2132
Abstract: Reflection is a necessary component of learning. Through reflective assignments and tasks, students are given opportunities to evaluate their learning and analyze strategies they use while acquiring and applying course material. Reflections also help students assess and think deeply about the information presented in class and thus better retain it. Through reflecting on their learning, students are also given the opportunity to formulate goals for future improvement. Reflective tasks can be implemented in any classroom, and writing is a powerful tool to do that. This article describes several writing tasks that promote student reflection both on the course material and on their own performance: writing reflective journals, reflections on writing assignments, reflections on teacher and peer feedback, writing-to-learn activities, and letters to the Reviewer.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446405
Database: ERIC
FullText Text:
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  Data: Promoting Student Reflection through Reflective Writing Tasks
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+Empowering+Teaching+Excellence%22"><i>Journal on Empowering Teaching Excellence</i></searchLink>. 2023 7(1):44-60.
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  Data: Utah State University. Merrill-Cazier Library, 3000 Old Main Hill, Logan, UT 84322. Tel: 435-797-1391; e-mail: jete@usu.edu; Web site: https://digitalcommons.usu.edu/jete/
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  Data: Reflection is a necessary component of learning. Through reflective assignments and tasks, students are given opportunities to evaluate their learning and analyze strategies they use while acquiring and applying course material. Reflections also help students assess and think deeply about the information presented in class and thus better retain it. Through reflecting on their learning, students are also given the opportunity to formulate goals for future improvement. Reflective tasks can be implemented in any classroom, and writing is a powerful tool to do that. This article describes several writing tasks that promote student reflection both on the course material and on their own performance: writing reflective journals, reflections on writing assignments, reflections on teacher and peer feedback, writing-to-learn activities, and letters to the Reviewer.
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      – Text: English
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        PageCount: 18
        StartPage: 44
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      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Writing Instruction
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      – SubjectFull: Writing Exercises
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Learning Experience
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Student Educational Objectives
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      – SubjectFull: Student Improvement
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Writing Assignments
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