Midterm Reflection: A New Approach to Learning

This website contains a collection of writing I have done for my freshman writing class.

Instead of doing a midterm and final exam, I wrote two reflections on what I have learned and experienced midway through and at the end of this class.

Some annotations on Pratt's "Arts of the Contact Zone"

A look at how I brainstormed and outlined topics for this reflection

When I think of W140, I initially think of it spatially, as images of the two rooms the class meets in come to mind. Especially as I got the two rooms mixed up for the first time today, I’m prompted to think of how this physical approach of meeting in two classrooms mimics the overall class approach, as they both are somewhat unconventional. We alternate between meeting in a computer lab and in a more typical classroom where we cluster around tables, both of which complement different strategies of learning. Rather than focusing on the usual writing structure, as I have been accustomed, we put more emphasis on the actual process of learning and therefore also of writing with unique, thought-provoking readings and topics.

We put more emphasis on the actual process of learning.

One of the first things we did in class was discussing metacognition, or thinking about thinking. This was aided by the setup of the first classroom we met in, a computer lab which enables us to easily access related information. We responded to articles on the subject and a related presentation on what Carol Dweck calls a "growth mindset" in her TED Talk, "The power of believing that you can improve". More closely examining how we think, learn, and write helps us to become better thinkers, learners, and writers. Being more aware of and intentional with what we are doing is a powerful change in approach that is extremely relevant to us as college students. It is helpful to be aware of what and how we are learning so that we have better understanding and retention of material and can better accomplish our goals of learning. This process is not as intimidating as it may sound, however. In fact, merely by thinking about this right now, I am employing metacognition. Clearly, this is a process that extends beyond the restraints of the classroom.

More closely examining how we think, learn, and write helps us to become better thinkers, learners, and writers.

This unique approach to learning is also evident in the way we interact with ideas instead of just reading about them. Putting into practice the ideas we are learning makes them come alive. For example, we read Mary Louis Pratt’s "Arts of the Contact Zone", and after discussing and responding to it, we embarked on a journey to experience our very own contact zones, or points of reference that help us better understand the world. I chose an immersion experience to dive more deeply into missionary work, an area somewhat familiar to me, hoping to increase and develop my understanding of that field. I reflected beforehand on what I expected and will reflect on what actually happened, in addition to tying my experience into other research to build a compelling argument. Despite the advantages of the classroom situation in this class, this experience takes learning even beyond those classrooms. By using these interactive methods, I am engaging much more deeply with ideas than I would if all my knowledge were based only on dry research.

One of the tools I will use in my project to make it more relevant and meaningful is synthesis (or “synthICEsis”), another concept we have been developing in class. We use the “ICE/ICE” model: Introduce the expert, explain their Credentials, and Explain how their quote supports our topic and argument. Then we tie that first “ICE” piece together with another expert’s “ICE” and explain how they support each other. This idea was made memorable with the catchphrase, “Ice ice baby,” which is appropriate because it helps our sources melt together cohesively. This is a fun framework that helps me remember an important tool in writing.

It has also been helpful to me to have peer reviews of my writing using Peter Elbow’s model. Receiving feedback from others assists me in seeing what I sometimes am unable to see in my own work because other people naturally have more distance from it and are able to give me a new perspective. The model allows classmates to praise positive things they see, express what they think I am saying so that I can make sure my communication is effective, and give me constructive criticism on areas where I can improve my work. We have usually undertaken this process in the more traditional, non-computer-lab classroom, where the absence of computer monitors on the tables allows me to engage more personally with the classmates sharing the table. I have found that this approach has been effective in helping me grow and look at my writing more objectively, in a more relaxed way than simply being graded by a teacher.

I believe that the approach of W140 is refreshing and inspiring. I will admit that, at first, I was somewhat taken aback by it not having the structure I expected. However, I have found that its approach to learning, as well as many of the topics it has covered, have strongly impacted me in helping me to look at not only my writing, but also the way I write, in a new way. These experiences have been assisted by the spatial aspect of the class setup, which allows me to both research new information and, alternately, to better connect with my peers. I can see how these ideas are becoming integrated with my academic life. I am more aware of the processes I am employing (metacognition). I can see opportunities for growth, where I am "not yet" being as effective as I could be, yet I have hope for improvement (growth mindset). I am engaging with ideas more fully through immersing myself in other perspectives (contact zones). I am learning to make my sources more cohesive (synthesis). I am benefiting from sharing feedback on how I am doing with my classmates (peer reviews). These are all helpful skills that are already transferring into other areas of my life. Naturally, these are most relevant to my academic life, and I have approached assignments in my other classes differently, with more of an open mindset, because of my experience in W140. However, this experience has also transferred outside the limits of school. It helps me keep my focus on the importance of learning wherever I may be and look for opportunities to grow inside the classroom and beyond.

It helps me keep my focus on the importance of learning wherever I may be.