Copyright (c) 2007 ExpressionEngine tag:committedtechnofile.com,2007:07:11 tag:committedtechnofile.com,2007:index.php/forums/viewthread/.7 2007-07-11T16:49:47Z devoncadams I met with a colleague this morning about assessment in teaching, and something that always struck me with Shelley when I met her was the importance she placed in reflection for the students. I taught an online Eng102 that Shelley built last Spring and I was struck by how much reflection was built into it. Many of my colleagues think that after they’re done with a lesson then that’s it until the following semester or year; they don’t remember what doesn’t work and they repeat their mistakes. As the American Literature coordinator at my high school (yes, I am firmly entrenched in both worlds) a colleague was complaining about accountability. I think reflection leads naturally to accountability. When asked about what worked and didn’t work, as teachers, we can or cannot tell what worked. Evaluations at the end are all nice and all, but much of the time they’re so people can make sure we’re doing our jobs. (Not always). But if we reflect, as well as our students reflecting, then how can that not lead to better and more cognitive performance and pedagogy?

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