Reflection
Our group started off at the beginning of the year talking about what we thought reflection was. As we began discussing it we discovered that we all had wildly different ideas about what it was and what to do. Partly this was due to us all being in different disciplines (Science, English, DT, psychology/ TOK). We decided that we would each go off and try various reflection strategies and report back at the next meeting. When we did we had indeed gone in different directions, some of us were focusing on student reflection and others on reflection on our teaching practise.
As time went on each of us evolved what we were doing, myself I started off focusing on reflection in P6 science and now i have ended up looking at reflection with my S2 and S4 classes.
Liz Wheeler- Reflection Journals
My students are now reflecting each week on how they have worked in class over the past seven days and if they have managed to achieve a target they themselves have set for themselves. They have 4 areas to reflect on. Their approach to learning, group work, practical work and the targets they have set for themselves. It has been interesting reading them back. Some weeks students say very little but as time goes on it has become more of a dialogue between me and my students, they have become more honest about where their strengths and weaknesses are and on what areas they want to improve. A number of my s4 girls are asking for me to assign them a group for practical work since they admit that when they work with a friend they end up discussing the weekends gossip not the task at hand.
I start each lesson with a discussion about what skills a student could focus on in the class. I use a slide at the front of the class to promote discussion and to get the students to think about their targets.
Then on a friday in the last 15 minutes of the lesson students are asked to fill out their reflection on the week. I then go and read what they have written and write comments. I have found that it has started a dialogue with my students that didn’t exist before and its amazing to see them become more self aware as the weeks go on. It has also changed my relationship with my students, by seeing what they think are the issues they need to work on i feel i have got to know them better than I did previously.
Anna Gowanlock - Pre and post exam reflection.
I asked pupils to complete a diagram marking whether the statements were like them or different to them. We did this before the exam - while they were stressed revising - and after the exam once they had processed their marks and had a chance to look at their paper. I have done this with a bottom set S1 and also my top set S2.
I will use the reflection sheets again when we start to revise for the next exams and see if it helps them to revise effectively. I have also asked pupils to make a note of the topics they struggled with in the exam and if possible a reason why.
I will return to these sheets later in the year and see how they have used the information to improve their marks.
Marita Meneses- Using Criteria to improve critical reflection
My research was about how well students were aware of the Criteria used for effort and conduct grades. In middle school students tend to be more critical about their behaviour and effort in class.
In older years they think that a good mark is always a reflection of their good effort and conduct. In most cases they are not aware of what a 5 implies.
Claire Finnerty- REflecting on Student Growth
Students were encouraged to reflect on their growth over time as I have taught some classes over the years and seen the personal and academic growth. Also the students were asked to reflect on thier learner profile, their relationships with their parents, their relationships with teachers and with each other. The idea was that they could see an increase in independence and risk-taking. Students wrote in diaries and most really seemed to enjoy assessing their personal growth. The idea was that they could feel more confident and realise also that past errors have all led to greater knowledge as they worked through mistakes.
They also liked making this a whole-class reflection out loud. They were eager to praise each others’ progess.
At least once a bimester I intend to revisit the questions.
Fiorella Antonioli -Reflection as a learning tool.
The S1 students made a group investigation about risks behaviours in adolescents, each small group (4-5 students) have a different theme. 1. Consume of Alcohol. 2. Consume of cigarette or Vape 3. Sexuality. 4. Danger in social media.
Each group have 15 minutes to explain a PPT (they worked in 2 classes) with all the information and then the class have to make comments on the group performances and write a reflexion of “fake cases”.
Reflexion questions:
-What would you do if…?
-How could you help a close friend who is having troubles with social media (cyberbullying)/ alcohol/ cigarette, etc?
Then we discuss all the opinions and comments they have.
Next class, I wanted to figure out if they remember more: 1. The PPT’s information 2.The fake cases 3. Videos they use for examples 4. Comments and discussion on reflection worked in class. So when I asked them what they remember from last class, most of them (80% students) remember more the reflexion and comments in class, that all the information and theory part.
I show them the infographic and explain them how much they remember the reflection part and how important this is for their learning.
