Reflective Practices for Teaching

by Michelle Head, 2022 CETL Scholarly Teaching Fellow for Reflective Practices and the 2022 CETL Scholars for Reflective Practice

“The art of teaching is the art of assisting in discovery” – Michael Van Doren, American Poet

_{The info graphic shows the connection between experience and student learning through reflection.
On the left, a black puzzle piece labeled “The Experience” lists examples: Undergraduate Research, Internships/Co-ops, Service Learning. In the center, a yellow puzzle piece labeled “Reflection” connects the two sides. On the right, another black puzzle piece labeled “Student Learning” signifies the outcome.
The image emphasizes that reflection is the key link between experiential activities and learning outcomes.}

Reflection serves as a vehicle for students to make sense of a learning experience and allows students to learn about themselves. This page serves to provide supporting information for faculty to incorporate reflective practices for learning into their course.

• I. What is Reflection?
• II. What Are the Benefits of Implementing Reflection Practices for Learning?
• III. Levels of Reflective Thought 
• IV. What Can Students Reflect Upon?
• V. What Does High Quality Reflection Look Like?
• VI. Reflective Practices for Learning 
• VII. Constructing Reflection Prompts to Promote Critical Reflection 
• VIII. How to Assess and Provide Feedback to Reflective Writing Assignments

You can also access this reflection quick start guide provided by the KSU It's About Engagement initiative to get started.