Instructions to students: Please delete the assignment description below, and replace with your own work, or if you wish to keep it here as a reference, simply move it down and add your work at the top of the page.
Phase 5: Reflect: Written Reflection
Assessment Criteria / 5
Due: Written Reflections will be due with the Final Inquiry Project on Sunday, April 11 by midnight on the student website.
Required Elements for Written Reflection:
- Written Reflection: The length of the written assignment is flexible to a maximum of 750 words (not including references). Include answers to the following questions:
- Reflect on how this project went for you. What were your challenges? What successes did you experience? What questions do you still have about this process? What might you do differently if you were to plan this project again?
- Reflect on the inquiry process. What did you learn about inquiry in going through this process? Did you have any insights about your initial questions coming into this course? What are you still wondering about inquiry after doing this project and taking this class?
- Reflect on feedback from instructor and peers. How might you incorporate ideas provided from others?
- APA Citations and references from a minimum of three new required and recommended readings and resources studied in class, to demonstrate your understandings of the connections between theory and practice.
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In-Class Interpretive Presentation: Evolving Understandings
Holistic Assessment / 5
Due: Tuesday, April 6
Description: The In-Class Interpretive Presentations consist of open format and informal individual reflections of your journey through inquiry. The time allowance is flexible, with a guideline of approximately 5 minutes per student.
The topic of the In-Class Presentation will be: “How have my understandings of one or more aspects of Inquiry evolved through this Inquiry Project?” And/or “How will I incorporate Inquiry into my teaching practice based on what I learned during this Inquiry Project?” This presentation will incorporate an artifact of learning. Students may draw on poetry, art, music, objects, images, favourite quotes and reflections, homemade video, audiorecording, or other symbolic forms. Each presentation is intended to be a creative “snapshot” that brings your written Inquiry Project to life, not a summary. Your presentation in Part II must include insights drawn from at least 2 required and recommended course readings/resources, plus inspiration from the following: elder teachings and other cultural teachings, examples in your professional practice and personal experience, class activities, and conversations with peers or your instructor. This presentation corresponds in part with the Phase 5 Written Inquiry Reflection assignment.
Recommended Artifacts of Learning for In-Class Interpretive Presentations:
- Story
- Poetry
- Maps
- Elder teachings
- Course reflections
- Art
- Music
- Objects
- Image
- Collage
- Favourite quotes and reflections
- Homemade video
- Audiorecording
- Sample assignment, assessment, or student product example