Great reply! I am going to push the boat out even further. Clearly, her reflections had not resulted in learning. So, clearly, she had paid just enough attention to get an exam grade – and then promptly dismissed it. Shortly after that, speaking to her former manager, he expressed astonishment since he had completed the same qualification and constructivism was a major part of the syllabus. I worked with a novice Instructional Designer, an unpleasant narcissist, just qualified with a Teacher Cert and she was contemptuous of the constructionist, learner-centred philosophy and said that she, or anyone else, had never heard such rubbish. Therefore, the risk is that reflection does not develop the learner, it just reinforces their preconceptions. True learning challenges and unsettles the leaner and that is something few people willingly embrace. A truly transformative experience occurs when you embrace the challenges and discomfort of changing your internal world (accommodation) – even at the cost of abandoning deeply-held opinions. I think all of us are familiar with Piaget’s schemas: assimilation and accommodation/ Too many are investing in assimilation and we have little idea of how they have internalised the new knowledge. Have they learnt anything new or have they just twisted the new knowledge to suit themselves? Too many times, with students and with colleagues, I’ve seen that reflection result in a reinforcement of their pre-conceptions. I’m concerned that there is no evaluation of those reflections, no way of disputing them. But I’d like to push the boat out a little further. Talk about how your thinking has changed and how your skills have developed. Tell them what you learned and how you learned it. Avoid saying ‘Well done!” Great work!’ ‘You could have put in more effort.’ ‘You completed this task successfully’ ‘Your essay is comprehensive’. Refer to process and progress, not just product. Refer to learning attitudes and skill development, not just tasks and content. Try Connect, Extend, Challenge or 3,2,1 Bridge. Project Zero’s Visible Thinking suggests explicit thinking routines which encourage students to think about their learning. Use a journal, a class blog or post-it notes that can be quickly collected and pasted somewhere. Have students record their reflections and date them, so that you (and they) can see the process of their thinking. How might you find this out? What skills did you use? How did your group function? What worked and what didn’t? What connections did you make? How was your thinking pushed? Why did you choose the approach you did? What did you enjoy and why? How could you have done it differently? Give them five minutes at the end of a lesson to record their reflections. Make sure students have time to stop and think about why and how they learned, not just what.
Make sure you and your students know the purpose of every task and of how it will advance the learning.Įncourage students to plan how they will learn and to reflect on the learning process. Ask yourself: How best will learning take place? How can I actively involve every student? How will this help them develop as learners? Share this with the learners.
Student self reflection how to#
Stop thinking about how to teach the content. It’s not just about tasks and results or material to be covered.
Guy Claxton calls this ‘split screen teaching.’ Think about the learning process. How do we encourage students to think about their learning?ġ. But only if reflection and metacognition are not integral parts of the learning in their classes. I worked with a group of teachers recently who felt their young students were not capable of writing meaningful reflections for their end of semester reports. For this to be effective, students really need to think about their learning. Optimal learning occurs when students are active participants in their own learning, rather than passive recipients of teacher-delivered content.
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