USING A TUNING PROTOCOL TO IMPROVE STUDENT REFLECTION, HIGHER ORDER THINKING SKILLS, COMMUNICATION SKILLS, ENGAGEMENT, AND ACTIVE PARTICIPATION IN HIGHER EDUCATION CONTEXTS

This article discusses a research study designed and developed to increase students' reflective practice, higher-level critical thinking and oral and written communication skills in undergraduate classes at a major urban public institution of higher learning. The study centered on the use of a Tuning Protocol (TP), a means by which students interact with each other in meaningful ways, to reflect on, assess, evaluate and discuss their work in class. The TP is a structured format for peers to provide constructive feedback about each other's work. As part of this research project, the Tuning Protocol was introduced in undergraduate Teacher Education and Health Education classes (Foundations of Education and Family Health) with the goal of providing opportunities for students to become reflective practitioners, effective communicators and critical thinkers. Pre and post participation surveys were administered and data was analyzed. Findings indicate that using a Tuning Protocol can improve student reflection, higher order thinking skills, and communication skills in higher education contexts.