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When they're able to talk about competencies and give examples across the curriculum. Their reflections are driven by their abilities, not the content 

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When they're able to talk about competencies and give examples across the curriculum. Their reflections are driven by their abilities, not the content 

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And...the comment is mindful and intentional

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And...the comment is mindful and intentional

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Mark makes a comment on how awesome they are

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Mark makes a comment on how awesome they are

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When the students are proud of their refection

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when they are able to suggest reasonable and measurable next steps they can take

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When the students give specific examples in their reflections

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When their own reflections create a behaviour change.

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<-- that pan is LIT

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Ongoing- if students do it regularly, they will eventually go deeper and when they go to do the end of the year term they will have more authentic remarks to make

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Ongoing- if students do it regularly, they will eventually go deeper and when they go to do the end of the year term they will have more authentic remarks to make

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When students get excited or eager to reply to interact with their colleagues reflections

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When the reflections are in the students' authentic voice and they contain specific evidence to point to their strengths and stretches

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when they make connections to their life or something that made them pause and think twice or they stopped and redid something or provided another alternative view or perspective. 

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when they make connections to their life or something that made them pause and think twice or they stopped and redid something or provided another alternative view or perspective. 

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When student reflections include forward action or next steps   -Colleen

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When student reflections include forward action or next steps   -Colleen

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How do we KNOW when student reflections and reporting comments are amazing??

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How do we KNOW when student reflections and reporting comments are amazing??