Student Reflection: What and Why?
“We do not learn from experience… we learn from reflecting on experience.”
– John Dewey
Welcome to Genuine Reflections!
This module introduces student reflection as an integral part of the learning process. Participants will learn about various tools, including regular short reflection and journaling, reflective self-assessments, reflection as a summative assessment, scaffolded reflection, group dialogue/reflection circles, portfolios & ePortfolios, reflection on problem/project-based learning, and mind-mapping. Participants will learn how to design effective student reflection assignments and assess them, and will be able to create a reflective assignment that can be used in future courses.
This module is aligned to the core value of Empowering Student Learning from the Teaching Excellence Framework.
What does it mean to Empower Student Learning?
We foster inclusive and supportive learning environments where every student feels empowered, valued, engaged, and motivated. Our faculty cultivates a culture of empowerment by engaging respectfully and cooperatively with students, incorporating their feedback to motivate and support everyone. We prioritize mentoring, guiding students through academic and personal challenges, and fostering their growth through tailored support and encouragement. We create effective presentations tailored to the intended audience using various styles and organization to communicate with clarity and integrity. This approach not only enhances learning but also ensures that all messaging is delivered with the utmost respect for our student body.
Objectives
After you’ve completed this module, you will be able to:
- State the reasons for using reflection
- Design and facilitate effective student reflections
- Assess students’ reflective work
Student Reflection: What, Why, and How?
Reflection is, at its root, an act of looking back to process experiences.
Many students, staff, and faculty in university and college settings think of reflection only in terms of “touchy-feely” individual essays or group discussions. Consequently, they resist opportunities to reflect on the nature of their work. However, reflection is decidedly educational. It helps cement student learning and also helps students transition from consumers of disciplinary knowledge to producers of knowledge. Reflection reinforces student learning.
Student reflection must be facilitated by faculty. Effective reflection requires that facilitators demonstrate an open-minded attitude, communicate appropriately, manage group dynamics, incorporate diversity, and provide closure (Reed & Koliba, 2003). Students need explicit training to practice reflection. Experience shows that the best way to develop students’ reflection abilities is to teach reflection hand-in-hand with course content.
Reflective Learning
Donald Schön was an influential thinker in developing the theory and practice of reflective learning. He suggested that the reflective learner reflected both when they were doing the learning (in the action) and after the learning (on the action). Turn the cards to learn more.
Reflect
Now that you’ve explored some of the reasons for reflection, take a few moments to consider how you might use reflection in your course(s). Record your thoughts in your journal or online notebook.
What would be good about your students being able to reflect ‘in’ and ‘on’ action in your subject?
Which might be more important in your subject?
How might you support students to do both types of reflection?
Reflection Tools and Techniques
Many types of reflections can be used to support student learning.
Click on the titles in the accordion to learn more.
