Table of Contents
How do students reflect on learning?
Reflection is about students becoming aware of their own thinking processes, and being able to make those transparent to others. It enables assessment of the why and how of the learning, and what needs to be done as a result. Reflection readily follows on from self or peer assessment. noun. the act of reflecting, as in casting back a light or heat, mirroring, or giving back or showing an image; the state of being reflected in this way. an image; representation; counterpart. a fixing of the thoughts on something; careful consideration. a thought occurring in consideration or meditation. It discusses the three main types of reflective practice in language teaching (reflection-in-action, reflection-on-action, and reflection-for-action) and offers practical suggestions for implementing RT in the classroom. Reflection is divided into three types: diffuse, specular, and glossy.
What is reflection on student learning outcomes?
Student reflection is deemed central to a student’s learning experience. Reflection captures the conceptualization of knowledge, thoughts and feelings that are undetected in normal class routine. Assessing students’ reflective thinking could reveal learning outcomes which summative assessment could not. Four levels of reflection emerged that Larrivee labeled as pre-reflection, surface, pedagogical, and critical reflection. Starting a reflection paper begins by asking questions and noting your ideas or thoughts on the subject matter. Brainstorming is a key step to ensure your paper remains focused. A phenomenon of returning light from the surface of an object when the light is incident on it is called reflection of light. Examples: Reflection by a plane mirror. Reflection by a spherical mirror.
What is your reflection as a student?
Reflection— a process where students describe their learning, how it changed, and how it might relate to future learning experiences (“Learning and Leading with Habits of Mind,” 2008) —is a skill that often goes undervalued in classrooms that are packed with content. What is it? Reflective learning typically involves looking back at something, a past experience or idea and critically analysing the event. By looking at successful and unsuccessful aspects of an experience, reflection will help students learn from their past experiences and turn surface learning into deep learning. A reflective paper is not a research paper. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions. A reflective essay should follow the classic essay format of introduction, body, and conclusion. Some other common formats include journaling or using a reflective model for only part of an essay or assignment. A journal is a collection of entries made on a regular basis (e.g. daily or weekly). Reflection on self • At the time I felt that … Initially I did not question … Subsequently I realised … Linking theory to experience • This (concept) helps to explain what happened with …
What is your self-reflection of learning?
Self-reflection in learning means examining the way an individual learns. It implies that without thinking deeply about how we learn, we can never gain the insight necessary to correct poor habits and affirm good ones. Reflection is a process of exploring and examining ourselves, our perspectives, attributes, experiences and actions / interactions. It helps us gain insight and see how to move forward. Reflection is often done as writing, possibly because this allows us to probe our reflections and develop them more thoughtfully. In the conclusion of your reflective essay, you should focus on bringing your piece together by providing a summary of both the points made throughout, and what you have learned as a result. Try to include a few points on why and how your attitudes and behaviours have been changed. Reflection is when light bounces off an object. If the surface is smooth and shiny, like glass, water or polished metal, the light will reflect at the same angle as it hit the surface.
Why is reflection in learning important?
Regular reflection helps students learn, and some simple strategies can make it a regular and meaningful routine. We know that reflection increases student learning. It supports growth mindset and encourages students to improve and learn from their mistakes. Reflection allows students to make sense of material/experience in relation to oneself, others, and the conditions that shaped the material/experience; Reimagine material/experience for future personal or social benefit (p. 147). Examples of reflective teaching include keeping a journal, gathering feedback from students and colleagues, and recording a class. These methods can help a teacher reflect on how the class went, what did or did not work, and what improvements could be made to improve student outcomes. One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan. Two main types of reflection are often referred to – reflection-in-action and reflection-on-action.
What is reflection in teaching and learning?
Reflective teaching involves examining one’s underlying beliefs about teaching and learning and one’s alignment with actual classroom practice before, during and after a course is taught. When teaching reflectively, instructors think critically about their teaching and look for evidence of effective teaching. It discusses the three main types of reflective practice in language teaching (reflection-in-action, reflection-on-action, and reflection-for-action) and offers practical suggestions for implementing RT in the classroom. Reflecting helps you to develop your skills and review their effectiveness, rather than just carry on doing things as you have always done them. It is about questioning, in a positive way, what you do and why you do it and then deciding whether there is a better, or more efficient, way of doing it in the future. Prompt students’ reflection by asking questions that seek reasons and evidence. Provide some explanations to guide students’ thought processes during explorations. Provide a less-structured learning environment that prompts students to explore what they think is important. noun. the act of reflecting, as in casting back a light or heat, mirroring, or giving back or showing an image; the state of being reflected in this way. an image; representation; counterpart. a fixing of the thoughts on something; careful consideration. a thought occurring in consideration or meditation.