As you put together your work samples and write your reflective memo, use any of the following prompts
that you find provocative:
1. Why did you choose this particular assignment
(as opposed to some other assignment) to reflect on? How is it important to your overall intentions, course design, conception
of your field and the way you want students to understand it? Are there distinctly different formats or focuses you could
have chosen for this assignment which would have highlighted different dimensions of the idea or the field?
2. Why did you structure the assignment in the way that you did? How does its particular question, problem,
or application reveal differences in student understandings or interpretations of a critical concept you are teaching? What
patterns emerge as you study your students' work?
3. What, in particular,
do you hope your students will demonstrate in their work on this assignment? What kinds of questions will they learn to answer?
What reasoning or other abilities will they develop? Drawing on a scientific research metaphor, what was your hypothesis about
what students might learn from this class, unit, or course? What evidence does the assignment provide that would serve to
confirm or disconfirm this hypothesis? Where else do you look for such evidence?
4. What does your assignment and the students' responses to it tell you about how students are constructing
the ideas that are central to the course and to your teaching goals? What misconceptions do they have about these ideas? How
do you identify and address student errors and misinterpretations?
what standards do you judge student work on this assignment? How do these standards compare with those you would use in a
more introductory/advanced class? How are your standards related to the standards you would use to evaluate a piece of scholarship
which a colleague has asked you to critique?
6. What thoughts do you have
about improving your assignment, your course, or your teaching as a consequence of completing this reflective exercise?