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This reflection was very engaging, and led to a discussion among peers. The outcome of this reflection was very productive.

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10 Student Reflection Prompts for ATLs Helping students understand how far they’ve progressed with skill development

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Help students check-in on their skill development progress! Use these reflection prompts for class discussions and goal-setting.

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LibGuides: Approaches to Learning: Reflective Skills Toolkit

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Resources to support the development of ATL Skills

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Self-Reflection is the evaluation or judgement of one's performance and the identification of one's strengths and weaknesses with a view to improving one's learning outcomes (Demore, 2017) .

become more aware of the knowledge and skills they have developed,

identify strengths and areas for development,

develop future learning goals,

gain greater understanding of themselves and how they learn,

take more responsibility for their learning

(National Council for Curriculum and Assessment, 2015)

In a classroom setting, reflecting 'in' and 'on' learning helps our learners to:
What we as highly skilled educators need to do is look at how these forces are currently at play within our educational settings. Are there some forces you currently give more weight to? Are there some forces you could work to improve in order to develop a stronger culture of thinking and self-reflection?

Click on the links below to view different ways I scaffold student self-reflection.

​When I first introduce reflective strategies and tools to students they are formal, deliberate and planned. I explicitly structure them to help scaffold reflection and use think alouds to model my own reflection using the tool or strategy. I repeatedly use them across the curriculum to help build student confidence and competence to move from the initial phase towards using the reflective strategies as a tool and beyond to their seamless and natural use in a variety of situations.

When introducing self-assessment:

provide guided opportunities to self-assess

provide students with feedback on the 'quality' of their self-assessments

teach students how to use feedback from self‐assessments to set learning goals and plan the next steps

demonstrate how students can monitor their learning and progress towards their goals.

To support self-assessment:

provide opportunities for students to self-assess at all stages of the learning process

make self-assessment a regular part of what students do during and after learning rather than a 'bolt on' activity

ensure students understand that self-assessment is about learning and improvement, not being right or wrong

explicitly teach, model and scaffold self-assessment

use a range of techniques and tools to enable students to gradually take increasing responsibility for their own learning and progress

teach students the language of self-assessment, such as evaluation, reflection, goal-setting and targets

ensure that parents and carers understand why you use self-assessment and that it is only one of a variety of assessment strategies that you use.

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Routines and scaffolds to help students reflect on their learning and set goals to drive learning forward.

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The metacognitive work of reflecting on learning boosts engagement and encourages the development of critical thinking skills.

Reflection is a powerful tool for enhancing learning and knowledge acquisition and is essential for teachers and students. When students engage in reflective thinking, they are better able to analyze and evaluate their experiences, which enables them to extract meaning and actively process what they have learned and to make sense of it. By taking the time to engage in the metacognitive practice of thinking and reflecting on learning, students can make more meaningful connections and gain a deeper understanding of the material, leading to greater long-term retention and application of knowledge.

Reflection also helps students develop metacognitive and social and emotional skills, such as self-awareness and self-regulation, by identifying areas for improvement and setting new goals. These are all important skills for lifelong learning.

5 Learning Activities that Can Foster reflection

To promote reflection, there are many options available that provide students with choices in how to share what they have learned and to engage in reflective practice.

1. Blogging. For students who enjoy writing or jotting down ideas, blogging or journaling can be a great choice. Whether students contribute to a class blog or share it only with their teacher, it enables students to practice their writing skills, reflect on their learning, and potentially receive feedback from their peers. The blog can be on a topic related to their coursework, such as a book review, a reflection on a field trip, or a summary of a research project and what they learned and how the experience was for them.

WeVideo is a neat way for students to compile a series of video reflections and have an artifact of their learning to look back on throughout the year. It also promotes student choice and building digital skills with its editing tools and features. Students can even collaborate with classmates as they reflect.

2. Digital storytelling. Digital storytelling is a popular and engaging option for students who are looking to showcase their knowledge through multimedia. With digital storytelling, students are empowered with choices in how to create a visual representation of their learning in a fun, engaging, and meaningful way. Depending on the tool used, students can include images, video, and audio to share thoughts and reflections of learning.

StoryJumper is a digital storytelling platform that promotes student choice and voice in learning. Students can choose different background scenes, characters, and props and record audio for their books. Books can easily be shared with a QR code.

3. Making mind maps. Creating graphic organizers or mind maps can be another way to boost visualization of learning and for students to present their thought processes, ideas, and connections between different concepts they have learned. Mind maps can promote critical thinking and creativity skills, as well as helping students evaluate how well they understand complex topics and develop a deeper understanding of the material.

Ideamapper is a tool that can be used by students and teachers for creating a mind map. There are many templates available to start with that make it easy to process learning, creating visualizations that help students reflect on concepts learned and make connections, leading to better content retention.

4. Podcasting. For students who prefer speaking rather than writing to communicate their thoughts and ideas, podcasts are a great option. I started my own podcast as a way to reflect on my teaching practices and also to share what I was learning and how it impacted my classroom. By creating a podcast, students can explore their communication skills, delve deeper into a topic, and have a thoughtful discussion with classmates or simply a conversation with themselves that they can listen to and process for further reflection.

Students can create an episode to talk about a current event or a specific area of study, or to self-assess their learning experiences. Students can provide their unique perspective and insights on a topic while refining their speaking and communication skills. They will articulate their ideas more clearly, structure their thoughts, and engage in conversation, all of which also benefit their SEL skills.

Soundtrap for Education offers students and teachers many resources for getting started with podcasting in the classroom. Soundtrap also has lesson plans on a variety of topics and content areas for educators to explore and start podcasting with students right away.

5. Building digital portfolios. Digital portfolios are a great way to have students track their progress. Through a portfolio, they can build a narrative of their work and have a space to reflect on their progress and set goals.

Spaces EDU is a digital portfolio platform that helps teachers gain a deeper understanding of students' interests, needs, and learning styles. Students can track their growth over time, identifying strengths and areas where they can set new goals. This information is critical in supporting reflective practice, allowing teachers to adjust their teaching strategies to better serve each student's unique needs.

Wakelet offers many possibilities for classroom use. Students can have their own Wakelet to add artifacts of work and create a digital portfolio, as well as record Flip videos to reflect on their learning. Flip has been a very beneficial tool in my classroom for several years. Whether students record videos to share their ideas or respond to prompts, it offers many choices that provide authentic and engaging learning and reflection opportunities for students.

Benefits of reflection

Reflection promotes self-awareness and self-improvement and helps students identify strengths and weaknesses, set goals, and develop strategies to improve their learning outcomes. We want students to take ownership of their learning and become more active and engaged learners.

Reflective practices also enhance critical thinking and problem-solving skills. When we engage in the metacognitive process of thinking about thinking, we develop greater awareness of our learning experiences. Students will develop a habit of self-reflection that will enable them to better adapt to new challenges, learn from experiences, and continue to grow and develop as they prepare for the future.

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5 Activities That Promote Reflection in the Classroom

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Teachers can use these tech tools to promote reflection as a learning tool and encourage a deeper understanding of course material.

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ISTELive 24 - Edtech conference | June 23-26 | Denver

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Scale to new learning heights at the edtech event of the year. Discover tech to advance your practice and prepare students for their futures.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Feedback and reflection following essay writing

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Feedback and reflection following essay writing

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Once students have written the essay I mark the skills as present or missing and then students reflect on what they missed and why - WWW what went well/ EBI even better if

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We barrel through the curriculum and it is massive. Any reflecting is verbal and largely comprised of thinking about what we learned and how different source materials work for making the theoretical ideas practically bound.

Sometimes I use the 'What went well?, What went badly?, What will I do differently next time?

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At the beginning of the new school year, I have students create a goal-setting document outlining their goals their year in English class. After receiving feedback on summative assignments, students add new goals to the doc. They also revisit the doc at the end of each quarter to record successes and create new goals.

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Quick, easy for teacher/student to see reflection on daily work 

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Quick, easy for teacher/student to see reflection on daily work 

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(this is at the end of quiz review sheet)

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I've asked students to reflect during a test to indicate how confident they felt. They also listed what they were proud of during the unit and one thing they would want to implement for the next unit.

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Every day I ask students to reflect on and share their emotional state with their classmates. On a simple scale of 1-10, students share how they are feeling. I do not ask them to share why, it’s more about letting students hear and acknowledge that our learning together is impacted by our emotional experience in the world. We might engage in small group work, or follow up on a friend later if we hear them check in at a 3 or at a 9.

This also teaches the skills of self awareness and empathy!

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Reflecting throughout a project to chunk and summarize information throughout the learning process and ask questions in written form. This also helps students reflect on what they understand and what they mind need to revise.

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I always asked students to evaluate my work on the board and reflect on real-life situations. For example, I deliberately give an incomplete method or solution and ask the students evaluate my work on the board as a classroom discussion.

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Reflection questions – Select one to answer

What is something you are proud of from this unit?

Write what you know about a topic from this unit that you weren’t asked today.

Describe or show one strategy you found helpful in this unit. Name any students who helped you with this strategy.

What else would like me (your teacher) to know?

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After exams, reflecting on their preparation and areas where they can improve. Have them write out their thinking process and misconceptions. 

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After exams, reflecting on their preparation and areas where they can improve. Have them write out their thinking process and misconceptions. 

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BFI Mock Oral Improvements via reflection

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BFI Mock Oral Improvements via reflection

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After mock oral exams in the BFI program I have students reflect on their successes and areas of improvement both on their prepared presentations and the questions. This after having received comments and a reexamination of the rubric.

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After an assessment, students reflect on their study skills. How did they review for the test? What worked

and what needs improvement?

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As part of a creative response project, students reflected on not only how they went about choosing their medium (etc.) but also why. The range of differentiation and reasons for differentiation were interesting / illuminating.

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I provide students with a reflection sheet or a Google Forms survey every two weeks or at the end of each unit. The goal is to gather their feedback on the learning

process during this period and understand how I can improve my teaching approach. Additionally, it helps them identify their strengths and areas for improvement. I also ask them to reflect on their next steps for academic growth and set future goals.

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Summarising “what went well” and “even better if’s”

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Anonymous- students summarize what topics they covered, how well they understood, how did they feel during the lesson, was it relevant, what they enjoyed/didnt like, etc

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Class reflection on IBDP revision strategies (Biology and ESS)

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Class reflection on IBDP revision strategies (Biology and ESS)

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Sharing all of the different resources (and strategies) us teachers and students use for the 2 years of IBDP revision. Especially now, after the curriculum content was reorganized in both Biology and ESS, there are less resources and basically no past papers available. I have done this with my Gr 12 Bio class, but not using a google form (which would make the list of links etc. more organized).

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During my end of unit reflections I also ask about the class in whole and how they view themselves as a member in the math classroom / math community.

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English class is all about observation and reflection. Every assignment is about noticing and then explaining what you notice. For instance, today in Lang & Lit, we started "13TH." Every 5 minutes or so I would pause the film and ask students to reflect on what they were observing. 

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English class is all about observation and reflection. Every assignment is about noticing and then explaining what you notice. For instance, today in Lang & Lit, we started "13TH." Every 5 minutes or so I would pause the film and ask students to reflect on what they were observing. 

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The Identity Conscious Educator by Lisa Talusen

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The Identity Conscious Educator by Lisa Talusen

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Reflection in language acquisition class

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Reflection in language acquisition class

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Comparing work progress from beginning of the year to end of the year (could be in the form of recording, portfolio, writing, etc) helps students reflect

grading each other's work using rubrics helps students reflect on their own work much better as well

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Math teachers in 10th grade have thoughtful discussions with students on what level to take in 11th grade since this is so related to their identity / self-perception

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After a hard test we take time together to think about the process of learning. Make them understand that they could not have the grade they excpect even if they have worked hard. Explaining them that the most important is to understand where they failed to improve. The grade, in itself, doesn.t mean anything. It's just a part of the learning process. Of course I propose them an after-test (very easy) to maintain a good average for their GPA. But we talk a lot about the meaning of their work.

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Students engage in individual discussions with me about their progress, especially following oral presentations. They anonymously grade select papers to identify areas for improvement. Additionally, they use rubrics to assess their own work and track their progress (grille d'auto-évaluation).

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Students color code what they do not understand, what they need to review more, and what they think they could do - students can be paralyzed by math anxiety and test anxiety and this helps them build confidence and study skills.

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The Importance of Self-Reflection in Learning

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Self-reflection in learning offers a unique opportunity for students and learners to check progress and improve overall understanding.

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Students review their own work ( Paper 1& 2) and peer edit their classmates Papers. After that, they write a reflection on how they could improve their writing based on their partners comments.

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Reflective - Part of the IB Learner Profile

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Reflective - Part of the IB Learner Profile