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

2. 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?

3. 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.

4. 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?

5. 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?

6. 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?

7. 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)

8. 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.

9. 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

10. 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.

11. 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: media/how-write-blog-writing/#ixzz1HTW64opl

12. 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

13. 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

14. 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

15. 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.

17. 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

19. Performance Standards
What are we assessing in the Reflection?

20. 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