Tag Archives: reflection

Thoughts

Two Degrees

Video

Two Degrees

As two degrees are required to gain certification to teach in BC, this video marks the first major checkpoint in earning my first degree, as well as chronicling the academic encounter within my relationship.

I attempt to give a context of the personal meaning and academic studies in earning a Bachelor of Arts degree in a domestic partnership, and provide an enhanced artifact-alternative  to the typical static family portrait on graduation day.

We are proud of our accomplishments and learning through adversity in life, and believe we should truly value our higher education for the transformative and uplifting experience it is for its own sake, regardless of any financial outcomes. That being said, in this video I also challenge the silence around difficulties in financing a degree. I also broach the subject of politics and business in the modern university designation, including institutionalized alienation and academic recognition, which usually includes a financial award for earning top grades.

Originally I included our transcript with grades for the viewer to consider the merit of the traditional grading system, including showing our family our failed and re-taken courses as well as our ‘best’ classes. We decided not to include the grades so the viewer may appreciate the subjects of study which encompasses the full qualification of our two degrees.

Best enjoyed full-screen with sound.

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Thoughts

Reflection Tips

Luckily for us, UBC provides two models for reflection which I think are useful to remember for students and teachers alike. These are posted below for reference.

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Reflection Tips

The following two frameworks can assist you with your reflections:

1. STAR-L, Situation, Task, Action, Result and Lessons Learned

  • Situation-the context in which the material occurred.
  • Task-What was required of you in this situation?
  • Action-The steps that you took to respond this task.
  • Result-The outcome of your actions. How did your actions contribute to the completion of the task?
  • Learned-What you have learned from the experience?

2. What? So What? Now What?

  • What? Describe context and details of the experience.
  • So what? Explain the significance of the experience in relation to your own practice.
  • Now what? Explain how you will continue personal or professional growth in this area.

Strategy #1: The Four Rs

Four Rs (Cloward, Hawkins, & Black, 2003)

Think of a sample that you would include in your portfolio. Address the following four components in your reflection:

  1. Report: addresses fundamental characteristics of the sample. What is it? When was it created or used? Who was involved? Where was it used?
  2. Reflect: This addresses issues of purpose and intent, from a personal and professional perspective. Why is it important? What did you learn from this sample?
  3. Relate: This addresses issues of purpose and intent, from a broader perspective. Why is this sample important with respect to what is known about teaching? How could this sample inform practice?
  4. Revise: This addresses issues of growth and change. What feedback have you received? What have you (or might you) revise?

After all the revisions have been done, return to the beginning of the reflection, of the Standards, of the practicum…and repeat the process.  As a document of professional growth-over-time, the ePortfolio process may best be understood as a spiral.

 

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