Which strategies seem to work best in helping them master content? Are they visual, auditory, or perhaps kinesthetic learners? How do they learn best?Īfter identifying what they learned, students reflected on how they learned. In this way, they can grow in their sense of autonomy and self-efficacy. We want our middle level students to think about their own learning, to identify their own learning needs and the manner in which their individual needs are addressed in the classroom. They considered the implication of knowledge for them both inside and outside class. In reflecting on the week, students shared what they learned about how the life and culture of a classmate was different from their own. As students engaged in group discussions, they shared personal connections and insights into their own lives and experiences. In the same vein, students sometimes reflected on what they learned about the cultures and life experiences of their classmates. It opened their eyes to the realities of bullying and inspired them to reflect on ways in which they could reach out and help someone in need. In addition, they expressed what they believed the conversation revealed about their role in such a situation, or their personal experience with bullying. They discussed in detail what the classroom conversation taught them about the lives and experiences of their classmates. As a result, many of them reflected on this discussion in their weekly reflection log. Students engaged in a deep, impromptu conversation regarding bullying. In addition to sharing content knowledge, students often shared what they learned in terms of their own self-awareness and inner character.įor instance, during the discussion of a short story in which the main character was bullied by his older brother, a student volunteered to share his own experience at the hands of a bully. In educating the whole child, we hope to reach beyond content and grasp the heart of the student. Meanwhile, Thomas discussed how he learned more about climax and the way in which a text can hold the reader’s attention.īy reflecting on what they learned, students were able to identify their newfound knowledge and see their own growth and awareness of the content. For example, after a week dedicated to plot structure and character development, Mary shared how she learned about the steps of characterization along with key ways to develop a relatable character. Then, they focused on what they, personally, took from the week’s classroom activities.įor the most part, students shared an aspect of class content that really resonated with them. They could look through their class notebooks and calendars for a quick reminder of the daily objectives and activities. To start their weekly reflection, students took stock of what they learned in our class that week. Here are some of the ways reflection benefits students. An activity intended to suit my own instructional needs became an activity that inspired connection, openness, diversity, metacognition, and sense of community for my students. Student reflections guided my classroom teaching and lesson planning as I had hoped, but I was surprised by the unexpected benefits it brought to the students. What questions or comments do you have for me?.They responded to four key questions that prompted personal reflection: Every Friday, students spent 10–15 minutes reflecting on our week together. So, I implemented student reflection as a weekly component of my classroom instruction. Inservice instructors ask us to reflect on what we learned from each training session.Īs teachers reflecting on ways to enhance our daily instruction, we ask: How did the students respond to the day’s lesson? Were the objectives met? How could we better manage our time? What methods might engage our students?Īs a middle school teacher, I found myself asking similar questions until I realized: who better to ask than the students themselves? After all, I might believe a lesson was absolutely wonderful-it seemed as though every student was attentive and focused on the classroom activity-but what if I was wrong? What if my students weren’t getting all that I hoped they would from our time together? Administrators expect us to reflect on our practice in instructional evaluations. College professors give value to reflecting on pedagogical practice. Weekly reflections guide teaching and learning.
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