Writing your reflection in Stage 1 & 2 Indonesian (continuers)

What can we reflect about? The Topic – What are my opinions on the topic of study? Have they changed over the course of the Investigation? Challenges – What was difficult and how did I overcome this? Achievements – What did I do well at and what preparations/strategies did I use to help me achieve? Insights – What new understanding and/or skills did I gain from the experience of undertaking the Investigation? Learning – How do I understand myself better as a learner? Areas for Improvement – How would I do a similar task differently next time?

Guiding Questions – Conducting the Study How did I choose my topic for the Investigation/IDS? What challenges did I face in finding my information? How did I overcome these challenges? How did I collect and organise my information? What resources were most useful? Why? Were the resources readily available? If not, what did I have difficulty finding? How did I deal with that? I decided to break the reflection up into stages, this helped students make a start by reflecting on very specific aspects of the Investigation process. I focused on one aspect each lesson, starting off with a class discussion and then gave them time to respond individually to the questions in writing.

Guiding Questions – Completing the Language Component What strategies did I use to plan my response? How useful was the drafting process? How could I have improved on this? What preparations were most useful? How effectively did I manage my time from the initial planning through to task completion? What could I have done better?

Guiding Questions – Understanding How did my understanding of the topic develop through the course of the Investigation/IDS? How has my understanding of Bahasa Indonesia and Indonesian culture developed as a result of this Investigation/IDS? How has this Investigation/IDS contributed to a deeper understanding of my own values and beliefs?

Guiding Questions – Self as a Learner What strategies worked well for me in completing the Investigation/IDS? What does this tell me about myself as a learner?

Formats for Response It’s important that students use a format they feel confident and comfortable with. This will ensure you receive the best response possible. Options include: Journal Entry Letter to the teacher Blog Reflective Essay Discussion with the teacher Oral Presentation to the class Participate in a group discussion (Stage One only)

Journal Entry Lots of personal opinions and feelings in response to your learning experience Remember audience is yourself Language should be informal and may contain some visual representations, some words in bold or use colours There should be a date at the top of the diary entry Journals usually end with a hope or plan for the future which results from the increased understanding you now have through the process of journaling.

Letter to the Teacher Use appropriate letter format and appropriate address and language (remember the audience is the teacher not a friend) Structure Greet recipient and introduce purpose of letter Paragraph according to key ideas Conclude with overall summary and reflection on the experience Make sure you date your letter

Blog Write with the reader in mind. Perhaps you might write the blog as advice to others completing this kind of task, whatever you choose, you must have a reader in mind that you are writing for Keep it short and simple, sweetie. (KISS). You may have a lot to say and think it interesting, and it may be. But people are reading online and out of time. Get to the point quickly. Keep it lively, make it snappy and snazzy. Even if you aren’t a natural born writer, you can write for your blog. Just write like you’re speaking to your friend.

Blog (cont.) Write clearly (short sentences, only one concept per sentence). No more than one idea in one sentence- don’t make your readers have to think about your meaning. Use commas and dashes liberally. Write like you talk. It’s okay to use common expressions from speech. Examples: Go figure. Don’t even go there. Now, I ask you. Gotta love it. (And, remember the age group of your readers.) Use a clear headline. Make it snazzy and use key words. Above extracts from: http://website101.com/social- media/how-write-blog-writing/#ixzz1HTW64opl

Reflective Essay Must maintain formal essay structure Introduction (Provides background to the experience and outlines key ideas to be discussed in body) Body (with one key idea per paragraph) Conclusion (including some suggestions/recommendations for the future) How is it different from a regular essay? Should contain personal opinions, experiences and observations

Discussion with Teacher This is less structured and will involve more spontaneous conversation The teacher will ask questions and may ask students to clarify their responses Students may ask questions or seek suggestions from the teacher, but must be the main speaker in this discussion

Oral Presentation to the Class Should have a clear structure – introduction, body and conclusion May be supported with visual aids (e.g. digital presentation, collage) May ask questions of the audience to provide a more engaging experience for everyone

Participate in a Group Discussion This will involve several students and the teacher. This will be a structured discussion where the teacher will invite participants to share their ideas and students may also request to contribute their ideas at certain times. Students should be prepared to respond to the ideas of others and ask questions of others. The purpose of this is to develop a shared understanding of the experience and how others feel about it.

Analysis of Reflection See if you can identify the following parts: Analysis of Experience / Content Reflection to Demonstrate Increased Understanding Integration of Experience and Theory Demonstration of Improved Awareness and / or Self- development

Performance Standards What are we assessing in the Reflection?

Interpretation and Reflection Ideas Interpretation and Reflection I1 Relevance - relevance to context, purpose, audience, and topic - conveying appropriate detail, ideas, information, or opinions creating interest and engaging the audience I2 Depth of treatment of ideas, information, or opinions - depth and breadth of content - elaboration of ideas and support of opinions planning and preparation IR1 Interpretation of meaning in texts, by identifying and explaining - the content (general and specific information) - the context, purpose, and audience of the text concepts, perspectives, and ideas represented in the text IR3 Reflection - reflection on how cultures, values, beliefs, practices, and ideas are represented or expressed in texts - reflection on own values, beliefs, practices, and ideas in relation to those represented or expressed in the texts studied reflection on own learning