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Instructions
This framework developed by Bain et al. (for example 2002), focuses on five core stages, each addressing one aspect of reflection. By thinking about all 5 stages individually you will engage with all the essential components of reflection, enabling you to produce a critically engaged reflection based in your experience. This model can also be helpful for structuring reflective writing.

The 5 stages are:

Reporting of the context of the learning experience in Unit 1
Responding to the experience (observations, feelings, thoughts, etc.)
Relating the experience to knowledge and skills you already have, before this course
Reasoning about the significant factors/teachers/knowledge keepers and their literatures to explain the experience
Reconstructing your practice by planning future actions for an evolving experience and practice
Refer to the Reflective Writing slide deck for details, key terms and questions. 

Submit a reflection on your learnings in Unit 1 that address all 5 stages, in a written, oral or creative piece that documents your learning. Ensure you have an Artist's statement that identifies all 5 stages, if you choose to create a poem, collage or the like. 

Submit all parts in the assignment bin, ensuring that your written work is 600-900 words in length in total. 

This is what I am asking for you to do (simplified version of above)

Report and Respond (Tell me what you've learned in this unit and RESPOND to what you think/feel about it. Do you agree with what's being spoken about or the information you are being given? Explain. 

Reason (make sure it all makes sense)

Relate (Can do you connect to all this information? Is it relatable?)

Reconstruct (What action can we take as individuals/society/community/nation to achieve change? Where do we start with the 'reconstruction' process?)

Due on Jul 16, 2024 11:59 PM

Hide Rubrics
Rubric Name: Reflection Rubric
Criteria	
Level 4+
9 points
Level 4
8 points
Level 3
7 points
Level 2
6 points
Level 1
5 points
Criterion Score
Clear reporting of learning, materials or experiences evidenced
Clear and specific

Clear 

Mostly clear 

Vague references to course materials 

Not clearly identified: speaks generally of class materials 

Score of Clear reporting of learning, materials or experiences evidenced,/ 9
Responding to the experience by documenting (observations, feelings, thoughts, etc.). Uses "I" statements
Thoroughly documented in reflective writing or creative response 

Well documented 

Documented 

Emerging documentation 

Unclear 

Score of Responding to the experience by documenting (observations, feelings, thoughts, etc.). Uses "I" statements,/ 9
Relating the experience to knowledge and skills you already have
Reflects clearly on understandings, where and from whom they came 

Relates experiences and knowledge to relationships with Indigenous peoples 

Is beginning to understand how to respond and understand 

Vague details included 

Emerging understanding evidenced 

Score of Relating the experience to knowledge and skills you already have,/ 9
Reasoning about the significant factors to explain the experience
Is able to articulate how they are learning and unlearning. Is honest and specific in understandings

Is able to articulate how they are learning and unlearning

Some reasoning included

Vague reasoning included

Emerging

Score of Reasoning about the significant factors to explain the experience,/ 9
Reconstructing your practice by planning future actions for a similar experience
Has set clear intentions for learning and living in good relations now and into the future 

Understands role of living in good relation 

Is developing an understanding of roles and responsibilities 

Some evidence of understanding or planning 

Emerging evidence of role and responsibility 

Score of Reconstructing your practice by planning future actions for a similar experience,/ 9
Total
Score of Reflection Rubric,/ 45