UNIVERSITY OF EDUCATION, WINNEBA (UEW)

COLLEGE FOR DISTANCE AND e-LEARNING (CODeL)

FACULTY OF EDUCATION

STUDENT NAME: NMAI ADELAIDE NAA ADOLEY

STUDENT INDEX NUMBER: 220031660

COURSE CODE AND NAME: INTRODUCTION TO SCIENCE II

PROGRAMME: B. Ed JHS SPECIALISM PROGRAMME

LECTURER’S NAME: SIR JEROME

a. i. Explain what reflective writing is.
Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning

opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or

biases, and which describes how this process stimulated new or creative understanding about the content of

the course. A reflective paper describes and explains in an introspective, first-person narrative, your

reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in

class] or more generally how you experienced learning throughout the course. Reflective writing

assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs.

(https://libguides.usc.edu/writingguide/assignments/reflectionpaper)

ii. State two purposes of reflective writing

1. If reflective writing is shared, students can exchange stories about their learning experiences, thereby,

creating an opportunity to reevaluate their original assumptions or perspectives.

In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback

from students. However, occasionally, reflective writing is shared and openly discussed in class.

During these discussions, new or different perspectives and alternative approaches to solving

problems can be generated that would otherwise be hidden. Sharing student's reflections can also

reveal collective patterns of thought and emotions about a particular element of the course.

1. Allows students to make sense of classroom content and overall learning experiences in relation to

oneself, others, and the conditions that shaped the content and classroom experiences. Reflective writing

places you within the course content in ways that can deepen your understanding of the material.

Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments

when you do not like or agree with discussions, readings, or other aspects of the course.
iii. Discuss two reasons there is the need for reflection.
1. It Promotes Learning and Understanding

When we go through life without pausing to think and reflect, we don’t learn or gain a deeper

understanding of life. We simply move from one thing to the next, never pausing to consider what

valuable lessons we might learn.

Reflection, on the other hand, enables us to evaluate and process what we’ve experienced. It allows

us to think deeply and ponder the meaning of our circumstances, emotions, and motivations. It

enables us to live holistic, integrated, and healthy lives.

2. It Helps You Respond More Effectively

Most of the time, we simply react to whatever circumstances come our way. This can lead to us

saying and doing things we regret. When we’re in a reactive mode, we don’t take the necessary time

to consider our actions and words.

Personal reflection allows you to consider the consequences of your words and actions. It also

enables you to consider the best, most effective, most helpful way to act in a given situation. (Self-

Reflection 101: What Is Self-reflection? Why Is Reflection Important? And How to Reflect., n.d.)

b. i. Explain a reflective journal.

A reflective journal is a personal record of student’s learning experiences. It is a space where a learner can

record and reflect upon their observations and responses to situations, which can then be used to explore and

analyze ways of thinking. Journals, although generally written, can also contain images, drawings and other

types of reference materials. (Reflective Journals - WikiEducator, n.d.)

b. ii. Give four reasons to write a reflective journal.
A reflective journal is a means for learners to reflect on their learning and learning experiences in

different ways. They are used to:

1. record the development of learners’ ideas and insights and / or those of a group in a given context

and can include concepts, ideas and main points from experience and theory;

2. reflect upon the subject content and personal experiences as a means to increase learners’

understanding;

3. analyse learning process for self-development, helps clarify thinking and allows you to express

feelings about yourself/peers/lecturers/course content/your writing/others' writing;

4. helps identify misunderstandings / non-understandings, identify learning needs, inform dialogues

between you and your lecturer / peers and allows you to perceive links between

knowledge/experience - past/present

c. i. Define reflective portfolio

Reflective portfolios are a collection of evidence that through critical reflection on its contents demonstrate

achievement as well as personal and professional development. (Plaza et al., 2007)

It can also be defined as a set of writings that summarize the insights and experiences a student has gained

from practical assignments. It is used to assess the student’s engagement with their fieldwork, and their

ability to use theoretical knowledge in an applied setting. The portfolio itself can take many forms, including

an extended written piece, a notebook or binder of short writings and documentary evidence, or an online

archive of such pieces. (How to Write 1st Class Reflective Portfolio, n.d.)
c. ii. Identify the difference between reflective portfolio and
other types of assessment.
The reflective portfolio is very different from traditional assignments because it allows students to explore

their own learning process. Whereas traditional academic projects expect students to be objective and

impersonal, a Reflective Portfolio asks students to highlight their own personal perspectives, opinions and

feelings. It provides an honest summary of the work undertaken and the skill sets that were developed. The

key to success is demonstrating genuine engagement with the course of study rather than a simple ability to

score highly on an exam or essay. (How to Write 1st Class Reflective Portfolio, n.d.)

c. ii. Mention any three mistakes to avoid when writing a

reflective portfolio.
1. The most common mistake in Reflective Writing is to be either too objective and scholarly, or too

emotional and non-critical. Either mistake is equally wrong. Students should aim for a middle ground

in their writing, in which they highlight their own personal feelings and reflections but analyze these

with reference to the theoretical course material.

2. Another common mistake is not providing enough relevant evidence to support your reflections. Be

sure to include documents from your practical experience, including summaries of assignments,

mentor/employer feedback, client ratings and so forth.

3. Finally, be sure to keep your portfolio well organized and professional-looking. It is true that

Reflective Portfolios entail a less formal style of writing, but students sometimes believe that this

allows for disorganized presentations with jumbled notes, illegible handwriting and poor grammar.

Remember that this is still an academic assignment, and all the normal standards of achievement

apply
References
Research Guides: Organizing Your Social Sciences Research Assignments: Writing a Reflective Paper.
(2022, September 22). Writing a Reflective Paper - Organizing Your Social Sciences Research Assignments
- Research Guides at University of Southern California. Retrieved October 9, 2022, from
https://libguides.usc.edu/writingguide/assignments/reflectionpaper

Gillett, A. (n.d.). Genres in Academic Writing: Reflective writing. Genres in Academic Writing: Reflective
Writing. Retrieved October 9, 2022, from
http://www.uefap.com/writing/genre/reflect.htm#:~:text=The%20purpose%20of%20reflective
%20writing,so%20that%20you%20can%20learn.

Reflective writing | University of West London. (n.d.). University of West London. Retrieved October 9,
2022, from
https://www.uwl.ac.uk/current-students/support-current-students/academic-support/reflective-writing

Self-Reflection 101: What is self-reflection? Why is reflection important? And how to reflect. (n.d.).
Holstee. Retrieved October 9, 2022, from https://www.holstee.com/blogs/mindful-matter/self-reflection-
101-what-is-self-reflection-why-is-reflection-important-and-how-to-reflect

LibGuides: Writing in the sciences. . .: Reflective Journals. (2009, January 1). Reflective Journals - Writing
in the Sciences. . . - LibGuides at Dundalk Institute of Technology. Retrieved October 9, 2022, from
https://dkit.ie.libguides.com/writinginthesciences/ReflectiveJournal

Reflective journals - WikiEducator. (n.d.). Reflective Journals - WikiEducator. Retrieved October 9, 2022,
from https://wikieducator.org/Reflective_journals

Plaza, C. M., Draugalis, J. R., Slack, M. K., Skrepnek, G. H., & Sauer, K. A. (2007, September). Use of
Reflective Portfolios in Health Sciences Education. American Journal of Pharmaceutical Education, 71(2),
34. https://doi.org/10.5688/aj710234

How to Write 1st Class Reflective Portfolio. (n.d.). How to Write 1st Class Reflective Portfolio. Retrieved
October 9, 2022, from https://www.ivoryresearch.com/library/other-articles/reflective-portfolio-how-to-
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