This is a thought that’s been looping in my brain since last week’s feedback post -Is reflection the opposite of feedback? Is it part of the loop? Is it something that must be tied completely with feedback?
I’m not entirely sure the answers to those questions (yet) but I do know that reflection is vital to any growth and the research done on metacognition (and there’s tons out there) shows us that when learners are thinking about their thinking (learning, making, sharing) and then sharing that in some way – their brains grow. Which is just about the most amazing thing.
How do you encourage reflection in your classroom?
Here are some of my favorite ways:
- Daily Warmups (which will be a post very soon!)
- Project Conclusions/Reflections
- Artist Statements
- Feedback Board Questions (feedback slips – which were shown last post and are modified from this website )
- Seesaw Posts (which are new this year)
How do YOU reflect on what happens in the classroom?
Do you model reflection for students? And show how to adapt from both feedback and the reflection process?
Since my larger goal this year is to work hard on executive function skills – I’ve been trying to model reflecting and changing my practice for learners. I think this is something they don’t really see very often but I think taking those extra minutes to model it NOW will help later on as we get into the deep metacognition that’s so necessary for growth.
lizzie fortin 