To create an appropriate space for the video reflections, we used a small, quiet, private room just outside of the main classroom where students were spending their days. The room was equipped with a GoPro Hero 4 camera and students could move or adjust the camera based on their comfort level (Figure 1 shows the room set up) Writing a reflection paper on a movie gift you the opportunity to express your unique opinions, experiences, and thoughts towards the movie. Also, so long as you stay relevant to the subject, you can choose to interact with the readers by vividly describing relatable personal experiences. In your expression of the ideas, feelings, and opinions Writing A Reflection Paper On A Movie Best Tips
How to Write a Reflection Paper: Guide with Example Paper | EssayPro
Reflection is commonly used in the classroom to encourage students to think about and articulate what they have learned. However, when students produce reflections they typically create a written text for the instructor, outside of the classroom and as a summative retrospective account of learning.
In this paper, how to make a reflection paper about a video present the details of how we implemented Ecological Momentary Reflection EMRa video enabled reflection within the classroom environment to help students assess their perceptions of self and learning across time. In this paper, we recount how we implemented EMR in an informal learning environment and provide our own assessment of its effectiveness.
We argue that using video makes the reflection experience more authentic and meaningful for both student and teacher. Reflection is commonly used in the classroom to encourage students to articulate what how to make a reflection paper about a video have learned and to aid how to make a reflection paper about a video in thinking about how they have learned. Traditionally, students reflect on their learning process through the act of writing, how to make a reflection paper about a video.
According to Yancey, written reflections benefit students by helping them remember details of how they completed an assignment, as a generative process to create meaning for future writing, and as a way to develop authority and expertise Yancey While written reflection has its strengths, it also has some inherent limitations. Even though texts are a profound means of representing human thought and introspection, the process how to make a reflection paper about a video writing a text can become an impediment to self expression.
For example, when writing skills are underdeveloped, not available, or stymied by other factors, writing can be limiting rather than productive. At the same time, it can be argued that the strength of writing as a reflective tool lies precisely in a symbolic and temporal chasm between the individual and experience that nurtures reflection.
Given the benefits of the reflection process, and the inherent downsides of written expression, we wanted to explore a mode of reflection that could be incorporated authentically into the context of science learning in an informal setting, in this case during a summer STEM Science, Technology, Engineering, Mathematics how to make a reflection paper about a video for teens.
These youth-centered models view authentic science learning and knowledge as a sociocultural process situated in lived experiences, such as cultures, identities, communities, homes, and the wide range of informal environments where learning occurs. Implementing a reflection method that leverages the experience of the community and captures reflection in context was synergistic to the authentic, youth-centered model of learning at the heart of the summer STEM summer camp experience we were investigating.
To create an integrated and authentic notion of reflection in the learning environment, we introduced an exercise that asked students to record a series of videos. Adding video to the reflection process helped students see that their thoughts about themselves and the STEM subjects have changed.
This activity also layered an additional element of a shared and community based reflection to the learning experience. These factors helped students see their own learning and helped instructors in getting feedback on the course to inform future improvements of the camp. In this article, we provide our own reflection on the process of introducing a new method of reflection into a learning environment.
The aim of this article is how to make a reflection paper about a video introduce the concept of Ecological Momentary Reflection EMR and to recount its effective use in an informal STEM learning environment. We propose that the addition of momentary, that is in the moment, video to capture real-time student reflections in the classroom provides an authentic reflective practice leading to valuable insights for both learner and instructor. First, we articulate the context of the learning environment where we implemented EMR.
Second, we define reflection as a pedagogical practice and how it is used in writing and how video can support reflection on practice, how to make a reflection paper about a video. Third, we provide details of how we implemented video reflection in the summer camp, a method we are calling Ecological Momentary Reflection EMRand invite educators and researchers to consider this method of reflection in their own teaching environments.
Every summer at a Pacific Northwest University, middle and high school students come together for a summer camp that is focused on learning about STEM science, technology, engineering and math. The STEM camp mission is to encourage and increase diversity in STEM fields by providing informal learning experiences for students grades that remain underrepresented in the sciences. Underrepresented groups included low-income, minority, female and potential first-generation college students, among others.
Participants build robots, design video games, wade out into the muddy banks of our local waterways to collect water samples, and more. It is a break from school and existing social pressures; it is a safe place. Students make new friends and deepen existing relationships as they interact with their peers, some who return each year.
Informal learning is a broad concept that refers to any learning that occurs outside of the formal realm of school Dierking et al. Informal learning includes people engaging with their environment in a variety of contexts and settings. Learning experiences that are designed for broad audiences i. are considered types of informal learning both inside and outside of the STEM disciplines. In these settings, informal learning tends to be momentary, unplanned, problem-based, learner-centered, driven by individual interests National Research Council Many STEM summer camps can be categorized as informal learning environments in that they promote experiential learning and exist outside of the realm of formal schooling, how to make a reflection paper about a video.
The camp instructors include current college students or professionals such as educators or scientists from the local community. The authors of this article were involved with the STEM camp in the roles of faculty mentors to the instructors.
It is within this informal learning setting that we implemented EMR as both a pedagogical tool and a research method aimed to enable students to how to make a reflection paper about a video on their changing identities as well as their relationship to STEM subjects. In the Summer ofwe conducted an IRB approved research study where we used EMR with 9th grade participants in the STEM camp.
The students spent three weeks designing a video game using Kodu, a visual programming language. In this paper, we focus on the promise of EMR for use as a pedagogical tool in the classroom. Reflection is a common pedagogical practice where students are asked to think about and articulate what they have learned.
Reflection has long been viewed as synonymous with thinking and learning Dewey Moreover, reflection is considered a core element of metacognition. Metacognition, a multifaceted term connected with reflection, refers to knowledge about, and the regulation of, cognitive processes such as self-regulated learning Brown, Bransford, Ferrara, and Campione ; Flavell ; Zimmerman In K settings, both elements of metacognition, knowledge of strategies associated with specific academic tasks such as reading, writing or math and self-regulatory strategies such as self-monitoring or self-evaluation are commonly used in teaching and learning tasks.
There is a rich variety of established pedagogical approaches that apply metacognitive strategies for learning. In math, students can use self-assessment to evaluate their own mathematical capabilities Schunk These strategies have been associated with increased achievement and also with higher self-efficacy see Schunk Furthermore, reflection often occurs as an important process in the development of expertise.
According to Yaunceyreflection is both a process and product and the product that is created is available to the world and is therefore a social act. However, in the writing classroom, a reflection tends to be a written text, constructed by a student for the instructor and often disregards this social aspect referred to by Yauncey.
When produced for the sole audience of the teacher, written reflections can pressure students to attempt to perform the type of writing expected by the teacher: demonstrating what they should have learned rather than reporting on what they actually learned Jenson Our goal in implementing video enabled reflection in the classroom was twofold. But we also wanted students to see how their perceptions and attitudes may have changed over time.
We wanted the reflections to be as natural, immediate and embedded as possible within the practices of the camp. We wanted the reflections to be as close to the learning experience as possible, both in terms of the timing of the reflections and where the reflection would take place. In other words, we wanted them to be momentary i. quick and timely and also ecologically valid i. within the environment where learning is taking place. This rationale for this embedded aspect of the reflections was driven both by our research focus but also by past experience.
The design of our reflection method is drawn from an approach used in behavioral health, medicine and psychology known as Ecological Momentary Assessment or EMA LaCaille et al.
In EMA, how to make a reflection paper about a video, research participants provide feedback on symptoms, feelings, or other measures in real time and these assessments are often repeated over time. This real time reporting is enabled by a variety of technologies, such as mobile phones. As proponents of EMA report, its strength is in the authentic context where the research takes place and the ability to capture data as it happens Shiffman, Stone, and Hufford Based on our previous experience in the STEM camp, how to make a reflection paper about a video, we had limited success with interview methods with students.
As a result, we designed our methodology to be informed by the concept of reflection and also containing the ecological and momentary characteristics of EMA. Because of our use of video to capture student reflections in the moment we named this method Ecological Momentary Reflection EMR. In the summer ofwe worked closely with the 9 th grade cohort of the STEM camp program and their instructors to implement the EMR method.
We explained to students that they were creating the videos for themselves but also for each other as a way to reflect on their learning and to capture their experiences at summer camp. Therefore, students were aware there was a larger audience for the reflections. Students were also told that highlights of the reflections would be compiled and they would watch this highlight compilation together on the last day of the camp.
They were given digital copies of their personal reflections, their group videos and a copy of the final edited compilation to take home with them as a keepsake from their camp experience. Students created three video reflections during the three-week summer camp: an introduction, mid-point, and final reflection.
For the first reflection, students created an introductory video. They were asked to introduce themselves, talked about their hobbies or interests, and reflect on how they felt about STEM and about themselves. In the second video reflection, students were given two photographs of themselves from previous days at camp that captured them engaging in one of the main STEM camp practices, how to make a reflection paper about a video, in this case coding a video game on a computer.
Students were asked to reflect upon what they were doing in the photo, how they felt looking at themself and what the photographs reflected about them as individuals. In their final reflection, which took place at the beginning of the third week of the camp, the procedure was slightly different.
Students watched the previous two reflection videos and were then asked to respond via video to the experience of watching themselves and how they changed over the course of the summer camp. The specific wording of the prompts is shown in Table 1 below.
You and technology: Do you think of yourself as a technical or computer person? Why or why not? Do you think other people in your life friends or family see you as a technical or computer person? Complete this sentence: By the end of STEM camp this summer I expect…. Video reflection 2: Photo reflection Day 8 Photo reflection. During one of the early days when students start coding they will photographed while they are working.
The photograph will serve as part of the prompt:. How would you describe what you are doing in the photographs? How does this fit into the rest of your life? CHALLENGE—Come up with your own prompt question for self related to the photos and try to answer it. Please complete the following sentence. The room was equipped with a GoPro Hero 4 camera and students could move or adjust the camera based on their comfort level Figure 1 shows the room set up.
Figure 1: Video reflection room set up with camera and prompts. Our motivation for creating a private space adjacent to the classroom was to give students a place to be able to quietly reflect while still being close to the camp setting. Giving the students a private space, but one how to make a reflection paper about a video is still connected in time and space to the learning environment maintained the ecological soundness of this method.
In addition, we had anticipated, and hoped, that this mode of reflecting: speaking to a video camera, might emulate current, culturally appropriate and familiar practices.
How to Write a Reflection Paper - Step by Step Guide
, time: 1:45How to Write a Reflection Paper on a Movie
To create an appropriate space for the video reflections, we used a small, quiet, private room just outside of the main classroom where students were spending their days. The room was equipped with a GoPro Hero 4 camera and students could move or adjust the camera based on their comfort level (Figure 1 shows the room set up) Writing a reflection paper on a movie gift you the opportunity to express your unique opinions, experiences, and thoughts towards the movie. Also, so long as you stay relevant to the subject, you can choose to interact with the readers by vividly describing relatable personal experiences. In your expression of the ideas, feelings, and opinions Reflection Paper: Video Guide. Free Reflection Paper Example. Now that we went over all of the essentials about a reflection paper and how to approach it, we would like to show you some examples that will definitely help you with getting started on your paper
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