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Create a 10 song list that reflects what you just did how and why.

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I used to think reflection usually happens independently as it's kind of an self-motivated action, but now I think reflection is also essential for team development. 

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I used to think reflection usually happens independently as it's kind of an self-motivated action, but now I think reflection is also essential for team development. 

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Time
The last 10 minutes of the conversation in the theatre was about making time, having time, needing time. I used to think I should put in more time to my learning, and that during my self reflection, I had many limitations.
Now I think that I can't do that. I can't rob Peter to pay Paul. And yes, that is the case. No questions asked. No argument. What time I spend here, effects what time I spend there.
My important and urgent business is my teaching. I have a finite amount of time beyond that. I realise I can be better at it. And I will, because I am motivated and I have integrity, and I enjoy being better. I am a lifelong learner. But, in self regulating, I feel 2 key strategies will be effective for me. And they relate to the rate of my learning.
1. Learn something small, about something new, and explore it's use.
2. Find something small that I already know, and use it more, and evaluate its effectiveness.
Either way, learning a small thing, gradually, is a key self regulating strategy for me.

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Cognition?
I used to think cognition was about processing, rather than knowledge. Cognition was the cogs turning that helped us make sense of the world.

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Nothing fancy: student journaling at the end of a unit “Looking back I’m proud of....I’m least proud of....” “looking forward I will do......I will not do......”

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Students write a two line metaphor to describe their learning or understanding.

Example: My learning is the incredible hulk, it grows quickly but the result is not always positive.

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To cultivate a culture of reflection at work or family needs at least one member of the team is firm and without doubt leading the reflection constantly until every team member could it

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To cultivate a culture of reflection at work or family needs at least one member of the team is firm and without doubt leading the reflection constantly until every team member could it

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I used to think everyone did this automatically in the moment but sometimes time needs to be structured for it.

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I used to think reflection was a tool, but now I think it’s a habit.

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I used to think reflection was a tool, but now I think it’s a habit.

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I used to think metacognition was stepping back and taking a look from a distance.  The 3 step break down would help this.

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I used to think metacognition was stepping back and taking a look from a distance.  The 3 step break down would help this.

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Reflection can be facilitated to promote effective reflection, to help everyone gain greater skill

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I used to think some years ago that from reflection came future goals. Now I think developing systems are more effective than setting goals.

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I used to think metacognitive reflection needed to be explicit, but now I think it can be subtly embedded into regular practice.

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I used to think metacognitive reflection needed to be explicit, but now I think it can be subtly embedded into regular practice.

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I used to think reflection was a tool, but now I think it’s a habit.

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I used to think that PGE reflection was a more rigid process but now I see that we can use the pacing for the reflective process that works best for us

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I used to think that refection was an essential tool, but now I think it is only useful if it brings about meaningful change.

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I used to think that reflection was just about individual growth and now I think it is much broader and more connected. 

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I used to think that reflection was just about individual growth and now I think it is much broader and more connected. 

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I used to think that perfect timing might be arriving with time to spare to relax.  Now I know it :-)

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I used to think that effective reflection was mainly done independently. Now I think that through coaching and conversations you can enhance your level of reflection. Considering questions that you might not have thought on your own can help you see different avenues that you wouldn't have otherwise.

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I used to think that effective reflection was mainly done independently. Now I think that through coaching and conversations you can enhance your level of reflection. Considering questions that you might not have thought on your own can help you see different avenues that you wouldn't have otherwise.

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We can consider two levels of reflection. 1) multiple ongoing reflections about the parts of a process that will lead to 2) overarching reflection where the whole process is considered. When considered the whole process it is important to support claims and statements with evidence gathered trough out the process. Evidence should include multiple perspectives. Effective planning of this process is essential for a high quality and deep reflection.

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I used to think reflection was mostly an individual and personal thing that I do on the go. Now I think I would win to share it with my colleagues and to set a specific time to do it.

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I used to think our concern with reflection was wanting a more formalized process for reflection but now I think to get the most out of reflection, we need to reflect when we are ready and the process can be formal or informal.

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I used to think our concern with reflection was wanting a more formalized process for reflection but now I think to get the most out of reflection, we need to reflect when we are ready and the process can be formal or informal.

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The modifications in the PGE form have confirmed my ideas of the importance of teachers being continuous reflection practicioners 

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The modifications in the PGE form have confirmed my ideas of the importance of teachers being continuous reflection practicioners 

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I used to think that reflection is often a forced add-on at the end of a process.  I recognize it needs to be ongoing to be effective but that we still need to facilitate that thinking and provide space for it

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I used to think (many moons ago) that reflection was just a tick-box exercise. Now, because of many factors including the critical nature of design and teaching that reflection is essential to honest discussions and growth

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Yufeng: I used to think reflection is feeling, thinking and feedback, now I think reflection is a good way to improvement, interaction with other people, environment....

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Yufeng: I used to think reflection is feeling, thinking and feedback, now I think reflection is a good way to improvement, interaction with other people, environment....

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Skilled reflection is deeply personal and should involve thinking about assumptions and beliefs as well as action

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Skilled reflection is deeply personal and should involve thinking about assumptions and beliefs as well as action

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I used to think that reflection is about seeking out an “accurate” objective reality. But now I think that the process of highly skilled reflection, through metacognition, is about bridging the gap between that objective reality and the “accuracy” of reflection and our subjective experience through dialogue.

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I used to think all teachers automatically used reflective metacognition skills happened as they went like I do but now I realize that every teacher has different processes for reflection on teaching skills, and some people need structured time to do it. This needs to be applied to my students because I shouldn’t assume they’re all doing it in the moment

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I feel that the personal motivated reflection (reflection can be done whenever you feel you would like to reflect) will only happen when you finish a vastly number of must-do meaningful reflection(you do not even wanted to do most of the time)constantly

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I feel that the personal motivated reflection (reflection can be done whenever you feel you would like to reflect) will only happen when you finish a vastly number of must-do meaningful reflection(you do not even wanted to do most of the time)constantly

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EEF Podcast: Trialled and Tested - Metacognition

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EEF Podcast: Trialled and Tested - Metacognition

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New EEF podcast focuses on metacognition

We've teamed up with Evidence Based Education to bring you a new podcast, Trialled and Tested. The first episode is on metacognition and self-regulated learning.

For quick and easy access to future episodes, search for 'Trialled and Tested' in iTunes, Spotify or Google Store and make sure you subscribe there.

In this first episode, EBE's Jamie Scott talks to Alex Quigley (EEF Senior Associate) and Megan Dixon (Director of Aspirer Research School) to ask what is metacognition and self-regulation and how can approaches be implemented in the classroom?

In addition we hear from Caroline Creaby and Roger Higgins from Sandringham and Norwich Research Schools.

Alex Quigley: Start to 26:55

Megan Dixon: 26:55 to 37:52

Caroline Creaby and Roger Higgins: 37:52 to end

Your browser does not support the audio element.

Subscribe: Apple Podcasts | Android

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New EEF podcast focuses on metacognition | News

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We've teamed up with Evidence Based Education to bring you a new podcast, Trialled and Tested. The first episode is on metacognition and self-regulated learning. For quick and easy access to future episodes, search for 'Trialled and Tested' in iTunes, Spotify or Google Store and make sure you subscribe there.

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I used to think that reflection was over-rated but now I think it's misused, rather than over-used.

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In pairs, go for a walk and talk about how your thinking has changed.

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Reflector identifies a particular learning moment or event. Reflector then draws footprints (or stepping stones) and writes five chronological events or learnings that led to that moment or event.

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Reflector creates a meme or cartoon to represent a learning event or moment. Next share and explain it to a partner or group.

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Reflectors bring in a quote that is reflective of a recent experience. Randomly select several and place them on the wall. Reflectors gather around the quote that most represents their thoughts or feelings regarding an experience. Then discuss. This can also be done with lyrics or melodies.

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Reflector finds a photograph that captures, without any additional words, something meaningful in an experience: a photo that says it all. Could then ask somebody else to consider what it might mean to start a discussion about it.

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Invent a scale (e.g. one to ten) for a particular feature of an experience like ‘how important was this experience?’, ‘How bad was this experience?’, ‘How much learning was there?’. Invite reflectors to pick a level on the scale and explain.

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Code: 742922

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Find the updated Evaluation form with Steps 3 & 4 and the handbook here.

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Welcome to DragonNet!

DragonNet is the Virtual Learning Environment of Suzhou Singapore International School. It is used by students, teachers, parents and caregivers to support learning.

Students have one username and password for O365, DragonNet and DragonTV. They receive this account during their first day at school. If a password is forgotten, visit DragonCare to reset it.

Parents & caregivers have one "family" account to access their children's' information on DragonNet. If the password is forgotten it can be reset by emailing the divisional secretary.

Further queries? Contact the learning technologies department via help.ssis-suzhou.net.

You might also be looking for:

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dragonnet - ssis virtual learning environment: log in to the site

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DragonNet - SSIS Virtual Learning Environment: Log in to the site

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Welcome to DragonNet! DragonNet is the Virtual Learning Environment of Suzhou Singapore International School. It is used by students, teachers, parents and caregivers to support learning. Students have one username and password for O365, DragonNet and DragonTV. They receive this account during their first day at school.