Read Kolb’s Model of Reflection and reflect on week three topics and relate it to instruction and learning using the points below to better guide you:

Read Kolb’s Model of Reflection and reflect on week three topics and relate it to instruction and learning using the points below to better guide you:

Concrete Experience: “what I did” section

• Briefly describe the circumstances and activity that you engaged in so that a person not in attendance can understand what the experience was

Reflective Observations: “what I wonder” section

• Identify a specific component of the experience that had particular relevance to you, or that was instructive or valuable to you and Identify WHY this element(s) of the experience was important and worth reflecting upon.

Abstract Conceptualization: “what I learned, so what?” section

• Make connections and reflect on the significance of the experience and relate it to what you already knew/understood; discuss the meaning of what you experienced and how it has changed you

Application “now what?” section

• Identify the implications of what you have learned for future experiences and discuss how you anticipate applying the knowledge that you have gained to new experiences or situations in your life

• Week 3 readings:

• 1. Seifert, K., & Sutton, R. (2009). Educational psychology. The Saylor Foundation. https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf

  • Chapter Two (p. 20-41) from the following text discusses the learning process from a teacher’s perspective and begins a discussion on the theories:

  2. Zhou, M., & Brown, D. (2015). Educational learning theories. Educational Psychology Commons. https://oer.galileo.usg.edu/cgi/viewcontent.cgi?referer=https://www.bing.com/&httpsredir=1&article=1000&context=education-textbooks

  See the chart above as you read the following:

  • Chapter 7: Brofenbrenner: Bioecological Theory of Development pp. 59-66, focuses on all that a child is influenced by ranging from environment to experiences
  • Chapter 9: Gardner: Multiple Intelligences pp. 75-89, focuses on the eight intelligences and their importance in understanding successful student learning.
  • Chapter 10: Bloom: Bloom’s Taxonomy pp. 89-101 focuses on the contribution of Bloom and the ability to raise the level of thinking within students.
  • Chapter 11: Maslow: Hierarchy of Needs Theory and Motivation, pp. 101-120, focuses on how the needs of students must be met in order for specific learning to occur.

Portfolio Activity rubric:

  Demonstrates clear
understanding that
self-reflection is a key
component of
improving both a)
her/his own teaching
practices and b) the
growth, development
and learning of one’s
students. Clear,
applicable details and
examples are
provided in the
reflection

their application to
teaching practice,
and cites texts,
scholarly journals,
and other resources
to articulate their
meaning.
Submission
demonstrates
understanding of
the importance of
reflection on
experiences as a
critical tool for selfimprovement and
effectively employs
it 

  Synthesizes those
aspects of the
readings that relate
to the topic. Makes
substantive
connections
between what is
learned from the
readings and the
topic. Includes
references to other
sources to
demonstrate the
ability to extend
one’s own learning
through
independent
discovery.