Why reflect? What does effective reflection look like?
Activity 1:
Identify 3-5 main points from the article you read about reflection:
Martin-Kniep G.O. (2000) 'Chapter 7. Reflection: A Key to Developing Greater Self-Understanding' in Becoming a Better Teacher, ASCD
or
Murphy K.R. (2011) 'Student Reflective Practice: Building Deeper Connections to Concepts', ASCD Express, vol. 6, no. 25
Share with someone who read the other article the key points you took away from this. What were the similarities or differences?
Consider the questions:
Why reflect?
Saves time - makes the learning more valuable and deeper so need to do less repetition or explicit teaching - more efficient as students more strategic.
Reflection helps to make the learning stick.
Improves teaching practice because reflect on what worked and where to next, helps refine strategies, no point continuing on with something that doesn't work.
Student-led learning - adapt lessons to tasks and topics that students are engaged in and have interest in pursuing.
Increases critical thinking skills - Skills for C21 - not regurgitating knowledge.
Form of assessment and evaluation.
What does reflection look like?
Looks different depending on the student/individual.
Questions, journals, notes, thumbs up/down, smiley faces/traffic lights.
Reflection can happen before, during or after - eg setting a goal = reflection.
When should reflection happen?
Continuously - not staged, should be all the time.
Might look different at different points of a topic - eg at beginning KWL, at end looking back and more evaluation, beginning more where could this go.
How can we support student reflection?
Modelling it - letting students know it's a safe environment, able to make mistakes.
Scaffolding through steps, prompts, questions, reasons, evidence.
Providing time - structuring it in as part of lesson, day, routine.
Providing different avenues for reflection - eg blogs, process journals.
Not just writing down what you did but also allowing them to ask questions.
Activity 2:
Discuss in Stage teams your current practice for reflection in mathematics. Relate this to the points raised in the articles.
What might you incorporate into your reflection activities as a result of these articles? Why?
Identify 3-5 main points from the article you read about reflection:
Martin-Kniep G.O. (2000) 'Chapter 7. Reflection: A Key to Developing Greater Self-Understanding' in Becoming a Better Teacher, ASCD
or
Murphy K.R. (2011) 'Student Reflective Practice: Building Deeper Connections to Concepts', ASCD Express, vol. 6, no. 25
Share with someone who read the other article the key points you took away from this. What were the similarities or differences?
Consider the questions:
Why reflect?
Saves time - makes the learning more valuable and deeper so need to do less repetition or explicit teaching - more efficient as students more strategic.
Reflection helps to make the learning stick.
Improves teaching practice because reflect on what worked and where to next, helps refine strategies, no point continuing on with something that doesn't work.
Student-led learning - adapt lessons to tasks and topics that students are engaged in and have interest in pursuing.
Increases critical thinking skills - Skills for C21 - not regurgitating knowledge.
Form of assessment and evaluation.
What does reflection look like?
Looks different depending on the student/individual.
Questions, journals, notes, thumbs up/down, smiley faces/traffic lights.
Reflection can happen before, during or after - eg setting a goal = reflection.
When should reflection happen?
Continuously - not staged, should be all the time.
Might look different at different points of a topic - eg at beginning KWL, at end looking back and more evaluation, beginning more where could this go.
How can we support student reflection?
Modelling it - letting students know it's a safe environment, able to make mistakes.
Scaffolding through steps, prompts, questions, reasons, evidence.
Providing time - structuring it in as part of lesson, day, routine.
Providing different avenues for reflection - eg blogs, process journals.
Not just writing down what you did but also allowing them to ask questions.
Activity 2:
Discuss in Stage teams your current practice for reflection in mathematics. Relate this to the points raised in the articles.
What might you incorporate into your reflection activities as a result of these articles? Why?
Responses:
Need to add the element of reflecting on how students feel about the learning rather than just what they did or learnt.
de Bono's Thinking Hats could be used to scaffold reflection of the different aspects of learning.
Getting students to develop criteria for what effective reflection is - what does it look like etc might help.
More modelling - from teacher personal experience and explain why that would help with their learning.
Reflection happens throughout lessons as students engage in activites but more formal/prescriptive at the end of the lesson.
Maybe more opportunities to stop throughout the lesson and reflect on where they're at - could reflect on both the process and their feeling about the learning.
Need to add the element of reflecting on how students feel about the learning rather than just what they did or learnt.
de Bono's Thinking Hats could be used to scaffold reflection of the different aspects of learning.
Getting students to develop criteria for what effective reflection is - what does it look like etc might help.
More modelling - from teacher personal experience and explain why that would help with their learning.
Reflection happens throughout lessons as students engage in activites but more formal/prescriptive at the end of the lesson.
Maybe more opportunities to stop throughout the lesson and reflect on where they're at - could reflect on both the process and their feeling about the learning.
