EDST 391 Ethics & the Human Genome
Self-Reflection on “My Day”
(Due: within two
weeks of your presentation)
Congratulations! You have now successfully planned and
conducted “your day” of the course.
It’s now time to reflect back. Put on your “teacher’s” hat.
In your view, as instructor, what worked well, and what might you do
differently next time? My own classes are always some of both—things I’m very happy
with and things that I’d change or improve the next time.
Why do I ask for your self-reflection? First, I’m truly
interested. And, second, because your reflection will give me more information
and insight for assigning you a grade. Your grade will depend as much on the
thoughtfulness of your reflections about your design and conduct of the class
as on the event itself.
What am I looking for? Your judgment about
what worked best and least well, and your insights into why. The
planning form (see below) will remind you of what was involved in designing the
Items to include in your self-reflection
Partner(s), if any:
Discussion/debate questions used
in class: Note: please submit a copy of
these if I don’t already have them.
Answers to the following 4
questions (4th is optional)
1. What were you most pleased with?
What worked best? Please explain.
2. What were you least pleased
with? What didn’t work as well as hoped? Please explain.
3. What might you do differently
next time, and why?
4. What might Dr. G do more of or
differently to help students prepare for and conduct “their class”? (optional, but much appreciated)
ITEMS IN THE PLANNING FORM
o [ Pick one or more readings that will enlighten and interest your classmates.
It should help prepare them to understand and discuss your topic. If you don’t
have a specific reading in mind, what type you would like to find? Be specific. I can’t help you unless
you are. ]
Activities (if any):
o [ DVD
(segment, not whole movie) ]
o [ Debate ]
o [ Speaker ]
o [ Etc. ]
and/or writing assignment:
[ Questions you want your classmates to think about or focus on before coming to
class. These might be important issues in the readings you want them to
understand or be prepared to discuss. ]
Planning your day will require you to answer the following
questions. This will be a work in progress, but please give your best first
effort. None of these will be one-word or one-sentence answers.
[ On what substantive topic will you focus? ]
objectives: [ What do you wish your classmates to learn (content, thinking skills,
etc.)? Please be specific: “learn
about X” is too broad. ]
- Materials: [
What kinds of readings and other materials would help your
classmates meet these learning objectives?
and engagement: [ What will you actually do, and have the
class do, that day? What activities might interest or engage them more
fully in learning? Everything has to be feasible. ]
How will you schedule your presentation and/or activities over your
allotted time? (How much time will you devote to what? Be specific.) ]
are working in a 2- or 3-person team: [ please specify how you will divide up the work. ] Each
person should have primary responsibility for a different part of the day.
will be 60 minutes available each class day. For now, let’s plan on a minimum
of 60 minutes for a 3-person team; 45 for a 2-person team; and 25 for a
1-person project. We can adjust these (longer or shorter) depending on
your needs and interests, as well as on my judgment about what’s needed
to integrate all the days together. These 60, 45, and 25 minute slots
reflect my concern that I not require more work of individuals working
alone or in smaller teams, and yet give each of you enough time to
develop something interesting.