Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Reflective & Analytic Writing

No description

Jill Zeruth

on 15 December 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Reflective & Analytic Writing

Full Stop


Customs in the Home
Traditions & Customs of Women

Why is "reflection" important??

What IS Reflective Writing?

-It is when you consider your experiences, knowledge, educated viewpoints & opinions in light of new information.

-It is APPLYING what you already know to what you just saw, experienced, or learned.

-During reflection you make statements &/or suggestions with the information you have.

-Reflective Writing is an analysis with which you can provide suggestions for the future.

Step 3
-Now what?
-What have I learned?
-How can I apply this to me?
-What does this mean for the future?
Step 1
-What happened?
-Who was invovled?
In ABP1 you are required to...
How is reflection done in ABP1?

When writing reflection responses in this course, remember to ask yourself what information you already know regarding these topics. During this process you are reflecting (or thinking) in an analysis format. Ask youself what you already know in relation to the:
(1) videos you are watching AND
(2) tasks to which you are responding

State briefly a generalization of what you know from background knowledge, personal experiences, and previous coursework. Provide outside sources (in APA format) to support what you write. Then, present several video examples to illustrate what you've written.
What ISN'T Reflective Writing?

-providing facts
-a description
-an impersonal account

While reflective writing may incorporate some
or all of these features
these by themselves all fall short of a

Speed Distance

10 15.4
20 39.6
30 72.6
40 114.4
50 165
60 224.4

d=.044s +1.1s

Safe Stopping Distance
Specifically, what will reflective writing in ABP1 look like?

Driving too close to the vehicle ahead



Car Crashes

Cars Left Skid Marks:

100 feet Mr. Gonzales

125 feet Mr. Matos


The speed limit on Beck street is : 35 mi/h

The speed limit on Fox street is: 45 mi/h

Accident Formula: S=

Beck Street

Accident Reconstruction

Fox Street

The following examples provide reflections of video observations from various classroom settings to illustate what your reflections will look like in this course.

The academic language and discourse I observed in these videos was wonderful. Gone are the old ways of teaching that I expereinced as a student: teacher in front of the class doling out information that the students were expected to memorize. What I saw in these videos was genuine thinking employing a more student-centered approach to education. The direct-instruction giving way to small-group discourse enabled me to see teaching is not just rote memorization of facts to regurgitate later, it is the true application of that knowledge. The small-group discussions I watched exhibited such a wide range of higher level thinking and exchange of ideas that I did not think was possible, especially in the lower grades. I admired how teachers circulated the room, asking the students to elaborate on their thoughts, and asking questions to prompt them to deeper metacognitive thinking. An addition I would implement would be to occassionally designate a student to act in the role of teacher, circulating the room and asking questions of their peers.

Quadratic Equation
1.6 m/s
9.8 m/s


15 kg
You will break down the actions & strategies of the teachers in the videos by providing examples and comments in the Notes column of your Video Log. You can use some of those log entires to back up your statements & generalizations in your task responses.
Analytic Writing

Your reflections will also include
answers to questions such as:
How to structure
reflective writing
Step 2
-EXPLAIN what is important, relevant, & useful
-APPLY what I already know
-ie: compare and contrast
-Cite outside sources in APA format to support what I write
-ANALYZE what would I have done differently?
-What improvements would I suggest?

Break down objects or ideas into simpler parts and find evidence to support generalizations.
Make & defend judgments you have made based on internal evidence, prior knowledge, or external criteria.
To consider or examine by argument or comment
And of course that then leads you to...
What was important about what I saw the teachers do?
Where and how could I use some of the strategies I saw?
Did I see patterns of what seemed to work effectively for teachers?
Did I see patterns of ineffective strategies?

To do...
Utilize the additional
resources contained within
this course to assist you
and contact your
Course Mentor with
Reflection involves exploration and explanation.
In this video, the teacher’s instructional methods most closely aligned with the educational theorist, Jean Piaget. This can be seen in her use of the “pair-share” discussion groups where students were partnered up with a peer to discuss what they thought the problem and solution was in the story “Otis”. Just as Piaget believed “social interaction with peers, especially arguments and discussions, helps to clarify thinking and, eventually, to make it more logical”, the teacher’s use of the discussion groups helped her students to better comprehend the story she had read to them (Slavin, 2009). Moreover, students enthusiastically participated in the discussions because they benefited from them. Students knew that by working together they were able to help each other learn what they needed to know.

If rules and procedures are not established and consequences enforced then students will feel the need to constantly test the waters, bringing chaos to the classroom. The teacher needs to have clear classroom guidelines in place. He or she needs to have taught them step by step to the students, so there is complete understanding as how to accomplish these goals (Wong & Wong, 2005).
This video provides an example of a student testing the classroom rules and limits. The teacher illustrates how having previously established and taught classroom standards, problems can be quickly handled without bringing too much interruption to instruction. The teacher of this science class expects his students to pay attention and be engaged during instruction. One student put his head down on the table, a sign of not paying attention. The teacher immediately enforced the classroom standards of being engaged. Having previously taught the entire class how to demonstrate that you are engaged, he requests the student to SLANT. He uses this acronym to specifically define engagement and remind the student what he expects. The student immediately knew without explanation what was required of him. The teacher continued looking at him until he had fully complied, demonstrating he was paying attention and was engaged, then the teacher continued teaching. This was an excellent example of how established classroom rules and specific teaching on how to comply, along with the teacher’s immediately enforcing the standards, prevented a negative ripple effect to occur in the classroom. In fact, I noticed that the ripple effect that did happen was a positive one. By the teacher instruction the one student to pay attention reminded all students to SLANT,
producing increased engagement for the entire class.

The teacher in this vieo created an exciting, fast paced environment, which allowed the students to complete individual exercises at their own level. They had an environment of freedom to choose which activity they want to accomplish, and they were expected to exercise personal integrity in these choices. She created a positive environment by her own encouraging attitude, and high energy. She also praised and supported the students as they exercised. Once the game started there was upbeat music being played, which added to energy and fun to the activity. She created an atmosphere of success by explaining and modeling how to play the game and do the activities.
I like and will use her idea of using a familiar game to organize centers or activities. While I like integrating subjects, I do think she needed to communicate with their regular teachers as to what math operations they know well.

I like how the teacher assessed the students in a variety of ways throughout the current lesson and the unit. A variety of testing procedures produces richer data on student progress. Some of those assessment strategies included the use of teacher observations, flip books, Pioneer Journals, & small and large group discussions. Additional assessment I would include are: KWL charts, Venn diagrams, student made books, pioneer projects, and parent feedback. As a result of the level of detail to this lesson, I see how the students were able to make real-world connections to see how fortunate they are in today’s worlds compared to how the pioneers had to make much of what they ate, wore, and more. Parental involvement in school is so important, so I like how the parents were involved in the learning. It held the parents accountable for their child's learning and motivates them to stay engaged in their child’s future academic endeavors. This is illustrated by the fact that some parents even felt educated by their child’s learning. I like how the students recognized the difference between need and want, as they had to recreate the notion of building things that would be needed when the pioneers were living.

"The life without examination is no life." (Plato)

Full transcript