3 – 2 – 1 Reading Reflections

This assignment, from Sandra Deemer, is helpful for getting students to think about what they read. Below are general directions to students, followed by a rubric for evaluating their written reflections.

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General Directions to Students:

Purposes: These reflections will serve three purposes:
  • They will help you pull meaningful ideas from important sources in educational psychology by providing a prompt when you are reading our course texts and articles.

  • They will serve as a scaffold for participating in class discussions.

  • They will provide a concrete recollection of important ideas from the semester, aiding you as you reflect on your learning in the future.

Procedure: For each class session, please respond to the following prompts on an index card:
3 ideas you took from the readings that help you answer the guiding question related to those readings. Consider how these ideas relate to what you have observed in your field experience.
2 intriguing quotes from the reading (note page number).
1
concern/criticism related to the readings.


Rubric for Group-Led Class Discussion of Readings:

CATEGORY
4
3
2
1
Content – Topic
Raises key ideas in readings by representing summary of group’s 3-2-1 reflections
Raises ideas in readings by representing summary of group’s 3-2-1 reflections
Raises key ideas in readings by using 3-2-1 format BUT ideas are disjointed (not summarized)
Few ideas represented in 3-2-1 format OR ideas are disjointed (not summarized)
Engagement
Facial expressions and body language show strong interest in topic and engage others in topic throughout presentation.
Facial expressions and body language show strong interest in topic and engage others in topic at times.
Facial expressions and body language show strong interest in topic but do not attempt to engage others.
Current Event
Related current event is integrated into discussion
Current event is integrated into discussion
Time Limit
Adheres to 30 minute time limit.

--from Sandra Deemer