Wheeler, AnnWaltje, Jörg2023-04-262023-04-262020This is the published version of an article that is available at https://www.facultyfocus.com/articles/educational-assessment/recording-and-or-writing-weighing-the-benefits-of-reflective-practices/. Recommended citation: Wheeler, A., & Waltje, J. (2020, July 29). Recording and/or writing? Weighing the benefits of reflective practices. Faculty Focus. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.https://hdl.handle.net/11274/14886https://www.facultyfocus.com/articles/educational-assessment/recording-and-or-writing-weighing-the-benefits-of-reflective-practices/Let’s come right out with it: Reflecting about learning is a commendable practice that should be embedded into any learning experience! For both teachers and students, reflecting is an important practice to make sense of what one has been doing and/or learning. The concept of reflection as an “educative process” dates back to the work of John Dewey (1933), who pointed out that experience alone does not constitute learning; instead, a conscious realization must occur so that an experience can truly become a source of learning. More explicitly, reflective assignments “require students to engage in critical reflection and higher order thinking; they force students to be more open-ended and less prescriptive; and they permit students to be creative and questioning” (Dyment & O’Connell, 2011, p. 92).en-USClassroom videosDiscussion board assignmentsFlipgridReflective practicesStudent reflection exercisesArticle