1. Brooke Blanks, Ph.D. and Debbie Bays, Ph.D. Sarah Crossett, Jillian Ellis, Katlyn Hundley, Nicole Munson Radford University, School of Teacher Education and Leadership 4th Annual Conference on Higher Education Pedagogy February 8, 2012 REFLECTIVE WRITING: A TOOL FOR GENERALIZATION OF LEARNING IN THE PRE-PROFESSIONAL FIELD EXPERIENCE

2. REFLECTION

3. OVERVIEW OF THE LITERATURE

4. North Carolina Teacher Reflection Cycle Helen Barrett Peter Pappas THE MODEL

5. TEACHING REFLECTIVE WRITING: A DIALOGUE

6. What do you recall about our first seminar and the instruction on the reflective cycle? STUDENTS’ PERSPECTIVES

7. THE WRITING PROMPTS

8. How was the reflective cycle and writing to structured prompts different from your previous experiences with reflective writing? STUDENT PERSPECTIVES

9. EFFECTIVE AND INEFFECTIVE PROMPTS: MULTIPLE PERSPECTIVES

10. InstructorsStudents What effect did our feedback on your reflective writing throughout the semester have on you? Did you perceive that supervisors followed up on items from your reflections during their supervisory visits? FEEDBACK

11. NEXT STEPS

12. QUESTIONS AND DISCUSSION

13. Dewey, J. (1910). How we think. New York: Heath & Co. Moon, J. (1999). Reflection in Learning and Professional Development. London: Kogan Page. Zubizarreta, J. (2004). The Learning Portfolio. Bolton, MA: Anker Publishing Zubizarreta, J. (2009). The Learning Portfolio: Reflective Practice for Improving Student Learning, Second Edition. Jossey-Bass Zull, J. (2002) The Art of Changing the Brain. Sterling, VA: Stylus Publishing REFERENCES