Lifelong Learning Reflection

Read about Lifelong Learning and use the guiding questions listed there to help you prepare your reflection supporting your commitment to lifelong learning. As with the other reflections, develop this essay around 2-3 central points that are supported by evidence. As you revise, use the editing strategies learned in class to create clear sentences. Also, design for impact, using typography and graphics to reinforce key points and/or to clarify complex descriptions. We will peer review the lifelong learning reflection so that you receive ample feedback on the content, organization, and writing demonstrated through your essay before submitting it for final review.

Submission Instructions

Please submit a well-constructed lifelong learning reflection to turnitin.com by the deadline. Your document should reflect the peer review feedback you received in class. You will receive feedback and a grade from the instructor through turnitin.com. You will have a chance to revise and resubmit your document during the semester (optional) or later before the Medal deadline. The final version of your lifelong learning reflection should be presented in your ePortfolio.

Assignment Writing Goals

The student will know how to ....

1. Create a distinguishable structure: an Introduction, Body, and Conclusion for the essay.

2. Present a BLUF that includes the themes or "takeaways" that are more fully developed in the body.

3. Develop the essay around clear themes or "takeaways," supported by relevant and compelling evidence and a clear title.

   • Explain the context of all supporting evidence so that it is clear to an outside reader

   • Develop the themes (so what's) to support lifelong learning: (New)

     • The “so whats” indicate that the writer

     • --demonstrates initiative

     • --transfers learning

     • --reflects over experiences (self assesses)

     • --uses sufficient, compelling evidence to support his claims

4. Use a style that fits the audience and context, including paragraphs that flow (i.e., use clear topic sentences, transitions, and cohesive devices that facilitate coherence).

5. Apply a design that facilitates reading and reinforces the themes, including graphics and page design (typography, white space, and accessing aids).

   • Incorporates a graphic(s) that facilitates the reader's understanding and enhances the message.

Tips for Writing about Lifelong Learning

1. Try a new heuristic.

   • What? So What? Now What?

     • See Stephanie Lawrence's travel experiences

   • Use S.T.A.R.T. (See Reflection page for a checklist.)

2. Consult the work of other Bush School students.

   • Sara Ascol (Title, theme, and development are focused)

   • Brian Smith (Focus on particular methods learned and applied at Bush School)

   • Karla Prado-Corona (Reflects on her continued commitment to immigration policy)

   • Mikayla Garrison (Describes her experiences using the lifelong learning 4 components)

Resources