Course Rubric
Introduction
Helen Barrett and Jonathon Richter or the University of Oregon’s Center for Advanced Technology in Education speak of a “recipe for reflection“.
What? So What? Now What? Model of Reflection
What? Describe the experience; outline what happened that compelled you to think about and change your behavior (i.e. learn). The “what?” component of reflections may include the environmental factors, the conditions or background under which you have learned, the assumptions that you entered the situation with, a description of the experience itself, and the outcomes that occurred through the process. What did you do?
So What? Describe what difference it makes; outline what impact or meaning it has for you (or why it should matter to others). The “so what?” component of reflections may include relevancies to you as an individual, the degree of importance that this knowledge has to practices in the “real world”, how the experience has changed you, and the ways in which this experience relates to you as a professional in the field of education. So What? How is this learning important?
Now What? Describe what’s in store for the future now that you’ve learned from this experience; outline what you are going to do to continue your professional development in light of this learning. The “now what?” component of reflections may include looking for future learning opportunities related to the one under consideration, mistakes that you are now prepared to avoid, situations that you are now prepared to take advantage of, an assessment of things that you as of yet do NOT know how to do but would like to, etc. Ok, now that you’ve done this, now what would you like to learn?
The goal of each reflection in a student’s log is to think about learning as it is happening and to use that “pause to look behind and then plan ahead”. Capturing thinking while learning advances both the current work and provides a roadmap for the next learning experience.
Rubric for Reflective Log
Reflective Log Checklist and Rubric
Model