Reflective Tools

Metacognitive practices increase the student's ability to adapt their learning to new contexts and tasks (or media) (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991) and helps students become aware of their strengths and weaknesses as learners, writers, readers, test-takers, group members, etc. Students must be engaged in the messy work of learning (Weimer 2013) and reflective tools aid in that process.

3-2-1 Technique encourages reflective thinking from the student thereby engaging them in active learning and higher order thinking. After each designed lecture or module students are asked to write about 3 things they learned, 2 things they found particularly interesting, and 1 question they still have about the content. This activity utilizes the substitution stage of the SAMR technology integration framework as students will be doing it online and it serves as a building block for mind maps. The 3-2-1 will assess students understanding as well as integration of course material as well as "muddy" areas that need clarification.

MindMup is a mindmapping platform where students can diagram their learning or knowledge in a different way. Rather than write, students can use videos, images, documents, etc. to "show" how a topic integrates or relates. Following a topic prompt, students will develop a "mind map" on the topic based on the lecture/module covered that reflects their learning and understanding of the subject. They will do so using a "visual" media approach rather than just text. This visual approach and activity uses the TPACK technology integration framework at all levels and assesses how they are "building" their knowledge as well as connecting the material.