Participation: Critical Self-Reflection

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The purpose of this assignment is to provide you the learners an opportunity to critically reflect
on your scholarly engagement with the course subject matter, peers, and the course professor, as
well as your thoughtful contribution to a supportive teaching-learning climate.
Part 1: (value 10% – max 500 words)
Consider how you contributed to the Teaching-Learning Principles and Strategies identified
on pp. 4-5 of this syllabus.
The critical self-reflection will include:
Demonstrated grasp of the required readings, which is reflected in engagement in class
critical discussions
Analytical and thoughtful approaches to the topics/issues in question
Clarity and originality of thoughts and opinions expressed during class discussions and
presentations
Supporting examples/evidence of your engagement in particular class activities
Part 2: (value 5% – max 250 words)
Research shows that engaging in creative embodied activities tends to mitigate our sense of
anxiety and stress, while helping to sharpen our cognitive focus on the subject matter at hand,
such as lecture or discussion. Research also shows that engaging in appreciative awareness
enhances our sense of wellbeing.

Throughout the term select a creative activity that you can engage in during lectures (e.g.,
drawing, colouring mandalas, doodling, other) … OR… Keep a daily/weekly gratitude journal.
Identify the activity you engaged in and provide scholarly rationale for its selection. Consider
your response to the activity and its impact, considering its purpose in your engagement in the
course.
For Parts 1 & 2: Appropriately substantiate ideas, facts, and observations by scholarly
literature. The assignment grade is based on the graduate level quality, depth, and authenticity of
this critical self-reflection, not the specific content of the selected activity

PLEASE NOTE:
Consider how you contributed to the Teaching-Learning Principles and Strategies identified
on pp. 4-5 of this syllabus =
IS EQUAL TO:

Please Note:
Other required readings are identified in the Weekly Schedule at end of this document.
Learners are expected to complete weekly readings prior to each class.
Teaching-Learning Principles and Strategies:
This course is informed by Schwabs Curriculum Theory (1969), which consists of the four
commonplaces of curriculum development and enactment: subject matter, learner, teacher, and
milieu.
Adapted from:
Schwab, J. (1969). The practical: A language for curriculum. School Review, November, 1-23.
The following adult education principles have been considered in the plan and delivery of this
course:
Involving learners in planning and implementation of learning activities, so as to assist
them in expanding their own knowledge rather than memorizing supplied facts.
Drawing upon learners experiences as resource and focusing on their strengths, thereby
assisting them to connect new learning with prior knowledge.
Cultivating self-direction in learners who are empowered and accountable.
Creating a climate that encourages and supports learning, respect, and acceptance of
differing views.
Fostering a spirit of collaboration in the learning setting that stresses the interdependence
of each member, where the roles of instructor and learner can be interchangeable.
Using small groups to achieve learner centered knowledge development, learning from
peers and being accountable to a team.
Adapted from:
Imel, S. (1998). Using adult learning principles in adult basic and literacy education.
Clearinghouse on Adult, Career, and Vocational Education, (Practical Application Brief)
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Learners are responsible and accountable for appropriately participating in all
class/group/D2L discussions, while demonstrating professionalism in their conduct.
Participation includes:
raising thoughtful and thought-provoking questions
expanding on issues raised by peers and course professor
seeking clarification of ideas from others in a positive and respectful manner
constructively supporting group members
sharing new information with group members
contributing positively to the emotional climate of the group
being prepared for all classes
demonstrating sensitivity to ideas expressed by others
Adapted from:
Wheeler, C.E. & Chinn, P.L. (1991). Peace and power: A handbook of feminist process. (3rd ed.).
National League for Nursing.
Reflective Writing is a teaching-learning strategy that is based on Deweys (1938) declaration
that without some reconstruction, some remaking of our life experiences there is no intellectual
evolution (1963, p. 64). By engaging in regular reflective writing, learners puzzle through the
new content, while nurturing the curiosity for further learning. These reflective explorations may
be shared within TLG, the whole class, with the course professor and/or worked through
individually.
Dewey, J. (1963). Experience and education. Macmillan Publishing Co. (Original work
published 1938).
Teaching-Learning Group (TLG) is a teaching-learning strategy, and serves to recognize adult
teaching-learning principles, as well as adult learners multiple life responsibilities. Through
self-selection and self-governance, learners create small study/discussion/presentation groups.
Methods of Evaluation
Required Assignments: All course assignments are governed by the Academic Policies and Protocols outlined in the

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