Two Parts Reflection, One Part Selfie: A Visual Alternative to the Minute Paper

Effective Ways of Enhancing the Quality of Question Generating and Spontaneous Information Search Outside the Classroom

“…The questions were as follows: -Q1: What was the most important thing that you learned today?‖; -Q2: What important question remains unanswered?‖; and -Q3: What information did you search for after the classroom instruction?‖ Students submitted their answers for these three questions in the LMS within a week. Previous studies suggested that selecting some students' answers and sharing them with the class would encourage students to write One Minute Papers even though all students' answers were not selected (Meehlhause, 2016;Stead, 2005). Onoda and Shinogaya (2014) selected two higher-order questions from students' OMP answers in each class and answered to them, showing some results of previous empirical studies, at the beginning of the next class.…”

“…Feedback for students' OMP answers can influence their motivation to reflect on content learned during the classroom lesson (Meehlhause, 2016;Stead, 2005). According to Onoda and Shinogaya (2014), the quality of the question generation changed after the teacher selected some higher-order questions.…”

3. Contemplative Pedagogy

“…(Colvin & Sippel, 2016). Kellie Meehlhause adapted the "Minute Paper" to combine student reflection with a selfie exercise (Meehlhause, 2016). Other techniques include inviting students to: stay open to "swerves" in the direction of their research; mindfully craft research questions and distinguish between information needs and ideal sources to meet those needs; free-write about their research interests in the context of the course; consider who may be involved in the conversation around their subject and whose perspectives they have not yet considered; engage in a brief grounding experience such as a communal breath or moment of silence; listening to relaxing music; gazing at soothing images; or tracing a finger labyrinth (The Labyrinth Society, 2017).…”

Going Green: Implementing Sustainable Strategies in Libraries Around the World

“…Jenny Colvin found that a wrap-up guided reflection exercise better prepared the students to know what they needed to do once they left the instruction session (Colvin and Sippel 2016). Kellie Meehlhause (2016) adapted the Minute paper to combine student reflection with a selfie exercise. Other techniques include inviting students to: -stay open to swerves in the direction of their research, -mindfully craft research questions as well as distinguish between information needs and ideal sources to meet those needs, -free write about their research interests in the context of the course, -consider who may be involved in the conversation around their subject and whose perspectives they have not yet considered, -engage in a brief grounding experience such as a communal breath or moment of silence, -listening to relaxing music, -gazing at soothing images, -tracing a finger labyrinth (Charney and Smith 2017;The Labyrinth Society 2017).…”