Pixel International Conferences

Learning how to write, from the constructivist perspective [1], is seen as a mental process; therefore is best achieved when students face complex, real-world issues in which the steps are graded and the answers are unknown.  The fact is that the writing process can only be well-guided by the teachers whose roles can be a facilitator, a model, and a reflective practitioner [2].  Writing centers, employing different learning needs, are coming of age because of their attractive learning environment and timings, for students to share their concerns one-on-one, to explore meaningful conversations, and to freely engage in a guided process. The environment for experiential learning [3] how to think and to write is based on a one-on-one or group work instruction after becoming apparent that writing could not be taught to a classroom of a large number of students effectively. An essential part of the student learning process at writing centers comes from engaging with feedback and reflecting on students’ written papers as integrated tools used synchronously leading to student engagement in reflection and engagement with the feedback methodology. This study mainly deals with the mentioned feedback students get orally in the center and the accompanying tools–critical reflection and the reflective practices experienced by the students during their writing journey.  While explaining the journey, the focus primarily will be on qualitative study outcomes, self-initiated practices reported, the model used in the writing center, reviews of field studies and drawing connections on the previous study, suggestions for further studies and analysis. Reflection on the main research question, the following points will guide the formation of the theoretical framework for this study: a) what sort of methodology the centers can employ and what type of methodological tools can be used for the students coming from mixed abilities with different needs; b) which theoretical foundations for a principled approach/method to teaching writing can be employed by the centers; c) what teaching techniques and activities work best under the selected approach/es; d) can we use oral feedback and reflection as integrated tools in the center as a methodology; e) how can we make students and consultants reflective in this guided process?

Keywords: writing center, feedback, reflective teaching, andragogy, experiential learning, constructivism.

References:

[1] Kelly, G. A. (1977). The psychology of the unknown. In D. Bannister (Ed.), New perspectives in personal construct theory (pp. 1–19). London, UK: Academic Press. (Original work written 1963)
[2] Schön, D. (1987). Educating the Reflective Practitioner. San Francisco:Jossey Bass.
[3]  Kolb, D. A. (1984). Experiential Learning. Experience as the source of learning and development, Englewood Cliffs, NJ.: Prentice-Hall.