How To Have Students Reflect On Critical Service Learning
x Unique and Creative Reflection Techniques & Lessons for the Secondary Student
Every bit educators, we know how disquisitional reflection is to the learning process. Getting students to reflect- deeply and meaningfully- is often ane of the about challenging lessons we teach. I accept found that both my eye school and high school students will often scoff at these reflection activities, providing the to the lowest degree amount of effort possible to consummate the chore they see every bit meaningless. I take been searching for and creating lessons and activities that will bring interest and appointment to this job. The following is a list of 10 lessons and activities I use regularly in my classroom to create a class of cogitating learners.
one. Growth Mindset and Goal Setting
The kickoff footstep in developing a truly cogitating learner is to develop the growth mindset within each and every student. Students practise not naturally believe that reading and writing are skills that can be improved upon. We have all heard our students comment that they "just are non adept at writing." With this mindset, students are willing to have poor scores, give less effort, and fain whatsoever reflection activity given. As we know, this mindset takes time to alter. I focus on these skills at the starting time of the year, just this concept tin can be taught at any time!
I dear asking my students to create goals. We do this at the kickoff of the year, the showtime of a new semester, a new unit, a new skill, etc. This is a great place to naturally build in those reflection conversations. As we close out that unit or semester, we can await back on these to reflect on our learning and set new goals. What a groovy life skill and habit to develop with our students! I use these engaging goal setting ane pager activities to help my students craft these goals. They are guided and specific, merely my students get a chance to be creative and take a niggling fun in the process! Click here to acquire more nearly these goal setting ane pagers!
Click here to download your ain re-create for free!
2. Asking students to reflect on a deeper level.
The first few times I asked students to reflect on their thinking, I received reflections that were basic at best. I have created this affiche to encourage my students to reflect at a deeper level. Like to Blooms Taxonomy, the lower the question- the deeper the idea. I keep this posted in my room, and use this as a guide for open reflections on activities, daily work, or projects.
3. Model your own reflection.
I take the opportunity to model my learning and my reflecting whenever possible. After an activity or lesson, I volition model my own reflection for students. I will besides let students see when I brand a mistake, so I tin can express what I have learned from this. I reflect on these in the same way I would wish my students to practise subsequently their ain mistakes/learning opportunity!
four. Reflect 'n' Sketch.
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One of my favorite reflection lessons is the Reflect 'n' Sketch activity. When I began teaching, I but saw my students equally readers and writers. I could see their struggles and successes within my subject alone. Then, after pedagogy tone and mood to a group of 8th graders, I asked students to draw a picture of the mood of a poem. Through this activity, I saw my struggling readers excel with beautiful artwork. I realized that my subject area, English language, is not the simply skill to be had. Many of my students excelled in other areas, especially those who struggled in my grade. This feel inspired my Reflect 'north' Sketch activity. This gives students the option to draw their reflections on a project or activity. Guiding questions guide their artwork, and students can still deliver deep reflections with a medium that inspires them.
5. Reflection Vlog
I tried this for the first fourth dimension this past fall, and my students absolutely rave most the Reflection Vlog. I gave students the guiding questions found within the Reflect 'north' Sketch activity, and asked them to create a personal Vlog. After each major project or assessment, I asked students to add together to their Vlog. Some students chose to upload their videos to YouTube, and others preferred the privacy of simply creating an iMovie or Windows Moviemaker video. With this medium of reflection, students were costless to speak well-nigh their work, display their work, or add together videos and pictures of the process of creating their work. Not simply did students find this engaging, but they constitute that they were able speak freely about their learning. They accept commented that they did non feel bound by words, grammar, structure, and organization within the reflection, then they felt that they were better able to limited their truest feelings. I can attest to this as I watched their Vlog videos. They opened up more through this 'on photographic camera' experience, than in whatsoever other reflection technique!
6. Analyze your work from the teacher's perspective.
When introducing a writing assignment, I would often provide exemplars, or mentor texts, and ask students to assess these using the rubric that would assess their own work. Not simply did students better understand the rubric, they better understood the expectations for the writing. This inspired me to take students assess their own piece of work in a similar manner. I inquire students to assess their own work from my perspective. This can be via rubric or by simply providing feedback that they believe I would give. Once students get to know me, this feedback tin be eerily correct! This helps students to see their work from a new perspective, and often will encourage students to make revisions before they submit their final work!
7. Scrapbook
I take asked my students to create a scrapbook reflection on larger projects; this is particularly constructive for grouping work. Students have pictures of the process of their work, students working in their grouping roles, and of their final project. Each group member tin showcase their ain pictures or drawings of the groups work. Then students tin can reflect on their roles inside the group, the process of collaboration, their impact on the groups success/failures, and on the learning that was derived from the projection's completion. Some students get very creative with this process, and truly relish this every bit much (or more) than the project itself!
8. The Cube of Reflection
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I have use this Cube of Reflection after a group project. Students have a tangible cube that they coil to help them reflect together. The cube actually helps them to think nigh their commonage learning; they will use the reflection taxonomy to build their reflection to the deepest levels. Guiding questions help students with each level of this taxonomy. The fun cube fosters a commonage reflection experience!
Students will:
-Remember it.
-Sympathise it.
-Apply it.
-Clarify it.
-Evaluate it.
-Create it.
9. Social Media
I have created a Google site to mimic Facebook. Students can upload a motion picture of their projection and reverberate on their procedure or learning feel. I can also pose reflection questions and have students respond to these through this "Fake Facebook". This can be equally constructive on a form weblog as well. For more than details about setting up a class web log, cheque out this article on the left!
Click on the image to grab this free resource!
10. Semester Reflection
I always try to do a deeper reflection at the semester break. For most of my classes, I will retain the same set of students into 2nd semester. This transition practically begs for a deep reflection on the previous work before we have a fresh new start in the new semester. I break downwards my semester reflection into three categories: academic, out-of-school, and personal. This has helped my students to write a guided reflection that covers all parts of their life as a learner.
Virtually the Author
Liz is a collaborator on teachwriting.org and the founder of Teach Betwixt the Lines. She has been teaching for over ten years; she has loved growing immature minds through literature and the art of crafting the written word. She is currently working on her doctorate in Education from the University of Minnesota, and holds an M.A. in Instruction from St. Mary's Academy, Minnesota. She loves to write brusk stories in her free time, peculiarly in those common cold Minnesota winters. She is supported by a wonderful family made ameliorate by the addition of her two beautiful children.
How To Have Students Reflect On Critical Service Learning,
Source: https://www.teachwriting.org/612th/2017/12/28/10-unique-and-creative-reflection-techniques-lessons-for-the-secondary-student
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