A staff and faculty guide for those already utilizing or hoping to utilize learning portfolios as a learning tool for critical reflection in the classroom. Connect experiences in and out of the classroom, student backgrounds, and life experiences in a synergetic approach to students putting learning into their own words.
The mission of Critical Inquiry-Critical Reflection is . . .
To implement integrative learning strategies in teaching and learning spaces (e.g., classrooms, academic programs, experiential learning, etc.) that encourage evidence-based interrogation and meaning-making
To facilitate creative and critical analysis of ideas and experiences across and within disciplinary, interdisciplinary, curricular, and co-curricular context
The most important aspect of a learning portfolio is critical reflection. For each learning artifact students select, they are to "curate" those items by reflecting on their experiences. Critical reflection goes beyond articulating a student's experience. It allows students to take a step back to make meaning of their experiences and how their context and identities shape the lens in which they interpret their experiences. Critical reflection occurs within the past, present, and future actions, and it allows students to connect their experiences both within the classroom and beyond.
Below is a helpful three-step critical reflection process faculty can use to create critically reflective assignments and prompts for students.
Faculty can also download a Critical Reflection Guide that can be used as a worksheet for students to understand how to critically reflect as well as a Guide to Critical Ignatian Reflection attached below.
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