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Traffic Signal Systems Operations and Design: Isolated Intersections
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ctivity
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orking
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ogether
: T
eam
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uilding
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ffective
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earning
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esign
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3.4 Learner Development: Effective Learning Tools
Designing Teams and Assigning Roles
). The reflector
should keep a journal in which to record team strengths,
improvements, and insights. This person should report
his or her findings in a positive and constructive manner
(reflection-on-action), and also intervene during teamwork
sessions with suggestions and strategies for improving the
teams’ processes (reflection-in-action). The reflector role
should be rotated among team members.
Tools for Team Reflection
A number of tools for stimulating team reflection are
available. One tool is the reflector’s journal mentioned
above. Entries are made in real time and are grounded
in the knowledge gained through the experience. The
Learning Assessment Journal
contains reflector report
forms and weekly reflector report forms which provide
excellent prompts for reflection-in-action and reflection-
on-action (Apple, 2000). Findings can be summarized
and acknowledged in two ways: in oral reflectors’ reports
and in written reflectors’ reports. Criteria for these reports
are given in Tables 1 and 2.
Reflective journaling can be used in online discussions
about an event or an experience that is shared by the
online team. Members engage in discussions, reflecting
on what they have discovered in the experience or the
event. Problem-based reflective practices and assessment
can also be conducted online, with reflections written in
discussion boards. Members can then assess what they
have learned during these sessions.
Concluding Thoughts
Reflective practices can add significant value to coop-
erative learning as well as student and faculty projects
(Rodrique-Dehmer, 2007). Implementing reflective prac-
tices in a team environment will certainly take more time
initially. However, faculty who make the commitment to
use reflection on a formal and regular basis, both in their
classes and in their committee work, find that the benefits
of team learning, productivity, and participant satisfaction
significantly outweigh the initial time investment.
References
Amulaya, J.
What is reflective practice?
Cambridge,
MA: Massachusets Institute of Technology Center for
Reflective Practice.
Apple, D. K. (2000).
Learning assessment journal
. Lisle,
IL: Pacific Crest.
Chaffee, J. (2004).
Thinking critically
. Boston: Houghton-
Mifflin.
Ferrett, S. (2006).
Peak performance: Success in college
and beyond
(6
th
ed.). New York: McGraw-Hill.
Rodriguez-Dehmer, I. (2007, Winter). What is the
role of responsive and reflective instructor? Florida
Developmental Education Association Newsletter
.
Schön, D.A. (1983).
The reflective practitioner: How
professionals think in action
. New York: Basic Books.
Schön, D. A. (1990).
Educating the reflective practitioner:
Toward a new design for teaching and learning in the
professions
. San Francisco: Jossey-Bass.
The report should
• Be loud and clear enough for all to hear
• Be concluded within 30 seconds (unless specific
otherwise)
• Identify one strength of the team’s performance and
explain why it is a strength
• Identify one area for improvement on which the team
can focus, and explain how the team can make this
improvement
• Provide one insight gained about the learning process,
and explain the significance of the insight
The report should
• Be concise
• Prioritize information
• Relate to the focus area of performance
• Refer to key skills used by the team
• Address affective issues
• Be clear
• Be accurate
• Cite specific examples to support assessment results
• Provide supporting documentation in the
Learning
Assessment Journal
Table 1
Table 2
Criteria for a Written
Reflector’s Report
Criteria for an Oral
Reflector’s Report