{"id":62,"date":"2021-02-04T22:18:47","date_gmt":"2021-02-05T03:18:47","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/?post_type=chapter&p=62"},"modified":"2021-02-16T12:47:55","modified_gmt":"2021-02-16T17:47:55","slug":"choice-in-todays-classroom","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/chapter\/choice-in-todays-classroom\/","title":{"raw":"Choice in Today's Classroom","rendered":"Choice in Today’s Classroom"},"content":{"raw":"
\"Learners need to reflect to document; and in the process of documenting, they reflect.\"*<\/em><\/div>\r\n

What Tech Should We Focus On?<\/h2>\r\n

As we discussed in the first chapter, digital learning is a common occurrence in classrooms and no discussion on a learning strategy would be complete without a look at available technology for support. However, the research on technology use with reflection is disappointingly thin\u2014some video use, but most limited to traditional written reflections moved to web-based text.6<\/sup> And as it is common for innovation to outpace research, it leaves us a continuous stream of new and untested applications with which to engage students in reflection, making it necessary to speak in generalities. Not only do apps and programs change overtime, but each school, division, or district may have restrictions on what is available or approved for use by its educators. What doesn\u2019t change? The functions and possibilities within written, verbal, audio, and visual modes of reflection. In my experience, most schools allow for the organization and storage of a student\u2019s body of work from either a Microsoft or Google ecosystem. I will structure my suggestions within these confines, but where possible I will also suggest a few easily available and user-friendly applications that could help in documenting reflective work and progress.<\/p>\r\n\r\n

Pros and Cons of Offering Choice<\/h2>\r\n

Studies acknowledge that students reflect differently across media.46,47<\/sup> It seems a plain fact that not all students will succeed with written reflections, and research has noted that its exclusive use can both impede underdeveloped writers and be limiting in scope.6<\/sup> Other research has concluded the use of video provides students who may not typically participate in class an opportunity for giving voice and considerations.36 <\/sup>But before you jump up to get started with reflection, I have to point out that this research has also noted that despite the assumed comfort level of high-school and college-aged students, student participants often lacked the proficiency necessary to use technology. And worse, the research discovered that when given a choice, students will often choose the medium they perceive to be less work\u2014with 75% of participants choosing to use basic word processing technology, and 17% choosing no technology at all5<\/sup>\u2014whether due to a lack of skill, self-consciousness, or apathy. Ultimately, students will need training and trust to make use of reflection modalities. So, let us go over some points.<\/p>\r\n \r\n

\r\nWRITTEN<\/strong>\r\n

Possible Activities: On the Side, Tweet It Out, Mapping, Freestyle<\/em><\/p>\r\n

Possible Technology: WordPress<\/a>, Twitter<\/a>, Padlet<\/a><\/em><\/p>\r\n

\u00a0<\/em>The most traditional of modalities, written reflection can be adapted for any reflective activity over any amount of time, can easily incorporate drawing and images (like Mapping), and can be done with or without tech. So, it isn\u2019t surprising that most reflection research is based on written reflective practice (journal writing, blogging etc.) Obviously, writing lends itself well to On the Side margin reflections or the multiple drafts needed to create a clear, summarized reflection in a Tweet It Out activity. Although it is unlikely to garner excitement in all students, written activities are a predicable entry point for reflection in class and if technology is used it likely requires few additional skills above the basics of word processing.5,46<\/sup> Interestingly, research has speculated that the easy availability and temptation to spell-check, edit, and revise digital-text reflections may hinder the deeper, stream-of-consciousness reflecting that occurs in other media.48<\/sup><\/p>\r\n \r\n

\r\nORAL<\/strong>\r\n

Possible Activities: Quick Think, Pick One<\/em><\/p>\r\n

Possible Technology: standard recording phone apps<\/em><\/p>\r\n

Although less commonly used in reflective work, this modality is a quick way to get students discussing reflection and is useful for students who find written work daunting (or are physically limited in completing written work). And technology isn\u2019t needed here, which makes it an attractive change of pace. Oral reflections work well as spontaneous and unplanned, making them perfect for our shorter activities like Quick Think or Pick One\u2014<\/em>use it as part of a peer-to-peer reflective activity, a group reflective activity, or as a teacher-student reflective conversation. However, since a student\u2019s verbal reflections will likely be more scattered than a planned reflection, one use of tech could be to have students record or dictate this reflection. There are microphones in most computers and dictate abilities in Microsoft Word<\/a>, Microsoft OneNote<\/a>, and Google Docs.<\/a> Dictation allows a free-thought reflection to be captured and, if needed, converted to written form, adding to its potential in a future recursive reflective activity (like Re-Read) and allowing it to be digitally stored\u00a0.<\/p>\r\n \r\n

\r\nAUDIO<\/strong>\r\n

Possible Activities: Re-Read, What If<\/em><\/p>\r\n

Possible Technology: standard recording phone apps, Flipgrid<\/em><\/p>\r\n

Audio reflections should be thought of as a planned and recorded oral reflection. And the chosen reflective activity should be a longer variation that includes time for deep thought. After introducing a reflective activity like What If, have students draft bullet-points of key ideas (with limits to distinguish it from a robust written reflection) to create a more structured and focused reflection. Or have students record themselves in a Re-Read of a past reflection to further develop ideas. Students should have more stamina in recording an independent audio reflection compared to the freer oral reflection done with an audience. With the most basic level of technology, reflections can be recorded and embedded as a straight audio file in programs like Microsoft OneNote<\/a>, or recorded on a standard phone app, creating an audio file that can be uploaded (and transcribed if necessary) to other programs like Microsoft Word<\/a> and Google Docs<\/a>.<\/p>\r\n

Audio modalities are also a good option for students who would rather not appear on camera. A student brought this to my attention when attempting video reflections using the popular video-capture application, Flipgrid<\/a>. The student asked if the camera could just be covered to record the audio only (of course!). Bonus\u2014Flipgrid, which was recently purchased by Microsoft, automatically generates closed captions<\/a> for all new videos.<\/p>\r\n

While it is possible to record great audio reflections for some of the simpler reflective activities, it is unlikely that students will be able to generate strong and lengthy reflections in one clean take\u2014editing may be needed. Most applications that record video\/audio should have some level of quick and user-friendly editing ability (like Flipgrid<\/a>), but prepare to discuss this idea with students to produce stronger reflections. And that\u2019s okay! Research has noted that students tasked with reflecting and then editing the work produced deeper reflections due to the recursive nature of having to reflect, edit, review, reflect, and finalize their product.48<\/sup><\/p>\r\n \r\n

\r\n\u00a0<\/strong>VIDEO<\/strong>\r\n

Possible Activities: Quick Think, Pick One, Get Real<\/em><\/p>\r\n

Possible Technology: standard recording phone apps, Flipgrid, Splice, iMovie<\/em><\/p>\r\n

Video makes the most sense to introduce in our current classrooms. Most students have phones in their pockets and regularly record both long- and short- length videos for any number of social media accounts, making it suitable for all reflective activities. There is also research to back up the use of video in reflective practice (albeit still limited), with academics noting the relevance of studying the potential of the tools that students already use with some consistency.6,36<\/sup><\/p>\r\n

Researchers have noticed that in practice, written reflective opportunities are most often directed to the teacher, leading students to write superficially with a design towards what they believe the teacher \u201cwants to hear.\u201d6<\/sup> However, research shows video reflections display more authenticity with a deeper level of active reflection.36,48<\/sup> The researchers explain that video mimics a style of reflection students already experience in social media posts or YouTube videos, aiding student buy-in. Student participants mentioned the intimate, \u201cconversation with myself\u201d style that allows for a more unencumbered reflection.6<\/sup> Video reflections also seem to be unique in inviting re-watching (compared to re-listening or re-reading) allowing for a third person view that has students reflect in a recursive manner different from other media.46,48<\/sup><\/p>\r\n

While most standard phone apps and camera-enabled computers will be able to create a video file for upload and storage, Flipgrid<\/a> is of particular importance and has made strides to attract all educators. Created at the University of Minnesota in 2014 as a quick-response and group discussion tool, it has the display and functionality of a social media app, embedded with the ability to share a video with a group of users for comment, feedback, and collaboration. Again, similar issues with editing longer reflections exist; but most simple apps like Flipgrid and Splice<\/a> should contain user-friendly and at least basic editing functions. And some students may be already familiar with more robust editing software like iMovie<\/a> or similar programs. Regardless, be wary of using a video-capturing app for education purposes without first scrutinizing both the applications privacy and sharing agreement and settings, and those of your employer. Be particularly careful with trendy new applications without vetting first.<\/p>\r\n\r\n

\r\n

BOTTOM LINE<\/strong><\/p>\r\n\r\n<\/header>\r\n

Reflection can be accommodated to fit learning in short bursts or over a longer activity and with various tech\u2014research says students need practice with different modalities to gain proficiency and will make use of each in a specific way.<\/strong><\/div>\r\n<\/div>\r\n
\r\n\r\n
\r\n\r\n
\r\n\r\n*Kirk & Pitches (2013), p. 215\r\n\r\n<\/div>\r\n<\/div>","rendered":"
“Learners need to reflect to document; and in the process of documenting, they reflect.”*<\/em><\/div>\n

What Tech Should We Focus On?<\/h2>\n

As we discussed in the first chapter, digital learning is a common occurrence in classrooms and no discussion on a learning strategy would be complete without a look at available technology for support. However, the research on technology use with reflection is disappointingly thin\u2014some video use, but most limited to traditional written reflections moved to web-based text.6<\/sup> And as it is common for innovation to outpace research, it leaves us a continuous stream of new and untested applications with which to engage students in reflection, making it necessary to speak in generalities. Not only do apps and programs change overtime, but each school, division, or district may have restrictions on what is available or approved for use by its educators. What doesn\u2019t change? The functions and possibilities within written, verbal, audio, and visual modes of reflection. In my experience, most schools allow for the organization and storage of a student\u2019s body of work from either a Microsoft or Google ecosystem. I will structure my suggestions within these confines, but where possible I will also suggest a few easily available and user-friendly applications that could help in documenting reflective work and progress.<\/p>\n

Pros and Cons of Offering Choice<\/h2>\n

Studies acknowledge that students reflect differently across media.46,47<\/sup> It seems a plain fact that not all students will succeed with written reflections, and research has noted that its exclusive use can both impede underdeveloped writers and be limiting in scope.6<\/sup> Other research has concluded the use of video provides students who may not typically participate in class an opportunity for giving voice and considerations.36 <\/sup>But before you jump up to get started with reflection, I have to point out that this research has also noted that despite the assumed comfort level of high-school and college-aged students, student participants often lacked the proficiency necessary to use technology. And worse, the research discovered that when given a choice, students will often choose the medium they perceive to be less work\u2014with 75% of participants choosing to use basic word processing technology, and 17% choosing no technology at all5<\/sup>\u2014whether due to a lack of skill, self-consciousness, or apathy. Ultimately, students will need training and trust to make use of reflection modalities. So, let us go over some points.<\/p>\n

 <\/p>\n

\nWRITTEN<\/strong>\n<\/p>\n

Possible Activities: On the Side, Tweet It Out, Mapping, Freestyle<\/em><\/p>\n

Possible Technology: WordPress<\/a>, Twitter<\/a>, Padlet<\/a><\/em><\/p>\n

\u00a0<\/em>The most traditional of modalities, written reflection can be adapted for any reflective activity over any amount of time, can easily incorporate drawing and images (like Mapping), and can be done with or without tech. So, it isn\u2019t surprising that most reflection research is based on written reflective practice (journal writing, blogging etc.) Obviously, writing lends itself well to On the Side margin reflections or the multiple drafts needed to create a clear, summarized reflection in a Tweet It Out activity. Although it is unlikely to garner excitement in all students, written activities are a predicable entry point for reflection in class and if technology is used it likely requires few additional skills above the basics of word processing.5,46<\/sup> Interestingly, research has speculated that the easy availability and temptation to spell-check, edit, and revise digital-text reflections may hinder the deeper, stream-of-consciousness reflecting that occurs in other media.48<\/sup><\/p>\n

 <\/p>\n

\nORAL<\/strong>\n<\/p>\n

Possible Activities: Quick Think, Pick One<\/em><\/p>\n

Possible Technology: standard recording phone apps<\/em><\/p>\n

Although less commonly used in reflective work, this modality is a quick way to get students discussing reflection and is useful for students who find written work daunting (or are physically limited in completing written work). And technology isn\u2019t needed here, which makes it an attractive change of pace. Oral reflections work well as spontaneous and unplanned, making them perfect for our shorter activities like Quick Think or Pick One\u2014<\/em>use it as part of a peer-to-peer reflective activity, a group reflective activity, or as a teacher-student reflective conversation. However, since a student\u2019s verbal reflections will likely be more scattered than a planned reflection, one use of tech could be to have students record or dictate this reflection. There are microphones in most computers and dictate abilities in Microsoft Word<\/a>, Microsoft OneNote<\/a>, and Google Docs.<\/a> Dictation allows a free-thought reflection to be captured and, if needed, converted to written form, adding to its potential in a future recursive reflective activity (like Re-Read) and allowing it to be digitally stored\u00a0.<\/p>\n

 <\/p>\n

\nAUDIO<\/strong>\n<\/p>\n

Possible Activities: Re-Read, What If<\/em><\/p>\n

Possible Technology: standard recording phone apps, Flipgrid<\/em><\/p>\n

Audio reflections should be thought of as a planned and recorded oral reflection. And the chosen reflective activity should be a longer variation that includes time for deep thought. After introducing a reflective activity like What If, have students draft bullet-points of key ideas (with limits to distinguish it from a robust written reflection) to create a more structured and focused reflection. Or have students record themselves in a Re-Read of a past reflection to further develop ideas. Students should have more stamina in recording an independent audio reflection compared to the freer oral reflection done with an audience. With the most basic level of technology, reflections can be recorded and embedded as a straight audio file in programs like Microsoft OneNote<\/a>, or recorded on a standard phone app, creating an audio file that can be uploaded (and transcribed if necessary) to other programs like Microsoft Word<\/a> and Google Docs<\/a>.<\/p>\n

Audio modalities are also a good option for students who would rather not appear on camera. A student brought this to my attention when attempting video reflections using the popular video-capture application, Flipgrid<\/a>. The student asked if the camera could just be covered to record the audio only (of course!). Bonus\u2014Flipgrid, which was recently purchased by Microsoft, automatically generates closed captions<\/a> for all new videos.<\/p>\n

While it is possible to record great audio reflections for some of the simpler reflective activities, it is unlikely that students will be able to generate strong and lengthy reflections in one clean take\u2014editing may be needed. Most applications that record video\/audio should have some level of quick and user-friendly editing ability (like Flipgrid<\/a>), but prepare to discuss this idea with students to produce stronger reflections. And that\u2019s okay! Research has noted that students tasked with reflecting and then editing the work produced deeper reflections due to the recursive nature of having to reflect, edit, review, reflect, and finalize their product.48<\/sup><\/p>\n

 <\/p>\n

\n\u00a0<\/strong>VIDEO<\/strong>\n<\/p>\n

Possible Activities: Quick Think, Pick One, Get Real<\/em><\/p>\n

Possible Technology: standard recording phone apps, Flipgrid, Splice, iMovie<\/em><\/p>\n

Video makes the most sense to introduce in our current classrooms. Most students have phones in their pockets and regularly record both long- and short- length videos for any number of social media accounts, making it suitable for all reflective activities. There is also research to back up the use of video in reflective practice (albeit still limited), with academics noting the relevance of studying the potential of the tools that students already use with some consistency.6,36<\/sup><\/p>\n

Researchers have noticed that in practice, written reflective opportunities are most often directed to the teacher, leading students to write superficially with a design towards what they believe the teacher \u201cwants to hear.\u201d6<\/sup> However, research shows video reflections display more authenticity with a deeper level of active reflection.36,48<\/sup> The researchers explain that video mimics a style of reflection students already experience in social media posts or YouTube videos, aiding student buy-in. Student participants mentioned the intimate, \u201cconversation with myself\u201d style that allows for a more unencumbered reflection.6<\/sup> Video reflections also seem to be unique in inviting re-watching (compared to re-listening or re-reading) allowing for a third person view that has students reflect in a recursive manner different from other media.46,48<\/sup><\/p>\n

While most standard phone apps and camera-enabled computers will be able to create a video file for upload and storage, Flipgrid<\/a> is of particular importance and has made strides to attract all educators. Created at the University of Minnesota in 2014 as a quick-response and group discussion tool, it has the display and functionality of a social media app, embedded with the ability to share a video with a group of users for comment, feedback, and collaboration. Again, similar issues with editing longer reflections exist; but most simple apps like Flipgrid and Splice<\/a> should contain user-friendly and at least basic editing functions. And some students may be already familiar with more robust editing software like iMovie<\/a> or similar programs. Regardless, be wary of using a video-capturing app for education purposes without first scrutinizing both the applications privacy and sharing agreement and settings, and those of your employer. Be particularly careful with trendy new applications without vetting first.<\/p>\n

\n
\n

BOTTOM LINE<\/strong><\/p>\n<\/header>\n

Reflection can be accommodated to fit learning in short bursts or over a longer activity and with various tech\u2014research says students need practice with different modalities to gain proficiency and will make use of each in a specific way.<\/strong><\/div>\n<\/div>\n
\n
\n
\n

*Kirk & Pitches (2013), p. 215<\/p>\n<\/div>\n<\/div>\n","protected":false},"author":1239,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-62","chapter","type-chapter","status-publish","hentry"],"part":49,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/pressbooks\/v2\/chapters\/62","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/wp\/v2\/users\/1239"}],"version-history":[{"count":9,"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/pressbooks\/v2\/chapters\/62\/revisions"}],"predecessor-version":[{"id":252,"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/pressbooks\/v2\/chapters\/62\/revisions\/252"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/pressbooks\/v2\/parts\/49"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/pressbooks\/v2\/chapters\/62\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/wp\/v2\/media?parent=62"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/pressbooks\/v2\/chapter-type?post=62"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/wp\/v2\/contributor?post=62"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/wp-json\/wp\/v2\/license?post=62"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}