Reflection For Educators
You want this! A reflective practice is learning through and from experience towards gaining new insights of self and practice (Finlay, 2008). Reflection is a systematic reviewing process for all educators which allows us to link one experience to the next, making sure students make progress. Using reflection as an intentional practice is not only great for students, but also imperative for educators because it show us how much a student is a) paying attention b) if they are able to retain the information and c) provides an opportunity for the student to pause to articulate their learning. In plainer terms, this shows us if the students get it! You will know if your students are grasping concepts in any subject by using a strong reflection question. As facilitators of learning, we need to know in real time how students are receiving the information we are sharing. Whether you are in a traditional classroom setting or in a non-profit youth serving environment– recapping, reflecting, and revisiting content is useful for everyone!
Further, there are even reflection questions designed for the educator to evaluate your own facilitation practice. In the same way want to teach students to become critical thinkers about their learning, it is equally as important for you to think about your practice of teaching. Good reflection questions can help you evaluate everything from teaching biases, teaching processes, classroom culture and designing goals and objectives.
Lastly, an educator can benefit by using reflection in their practice because it can build your confidence in any learning environment. Hint, you are constantly assessing, shifting, and trying out new ideas by building your practice with these five simple steps:
- Self-assess the effect your teaching has had on learning.
- Consider new ways of teaching which can improve the quality of learning.
- Try these ideas in practice.
- Repeat the process.
Reflection For Students
Reflective educators help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing (pause), step away from their work, and ask themselves, “What have I (or we) learned from doing this activity?” (Costa and Kallick, 2008). This also helps the student create context for why they are learning it. If a student doesn’t know why the topic is important to their learning, and you can’t explain it to them, it probably isn’t relevant any way. We need to teach students strategies to derive rich meaning from their experiences. We want them to think about their own thinking. Reflection involves linking a current experience to previous learnings (a process called scaffolding). Reflection also involves drawing forth cognitive and emotional information from several sources: visual, auditory, kinesthetic, and tactile.
Having students sit in groups and have active and reflective discussions about learning can be a wonderful way to engage them, rather than only using a pencil and paper or writing on a device. You can have students discuss, and then write it out, in that order, which makes it easier for students to come up with ideas and connect the learning to the question. This requires from the student: problem solving, creating mental maps, exploration, and sharing ideas. Reflection is also enhanced when we ponder our learning with others. Students can draw out ideas from each other. This process is much like any college study group or a real-world job. Great practice!
A playful and interactive way to engage students by having them interview each other or adults, depending on the project.
Well-designed questions—supported by a classroom/program atmosphere grounded in trust—will invite students to reveal their insights, understandings, and applications of their learnings.
Share your own experience and why/how reflection has supported you personally or professionally. Sharing your own experiences creates social equity in the classroom/program. This can be a wonderful tool for helping students feel more at ease and comfortable with you in the classroom/program.
When using reflection questions, you will also be able to notice how students are digesting the information and examine if they have developmental issues or a learning disability. When you learn this about a student you can begin to approach their learning from this deeper understanding.
And, just as in the same way we use reflection processes in academic learning, we need to apply the same creative questions to any social and emotional learning (SEL) activity or lesson. We are big on having students being able to articulate how and why the FEEL something, how and why they have FEELINGS and how and why they RESPOND they way they do. If you have been in our trainings you have heard us say “If you can name it, you can claim it!”. We didn’t create that saying but we use all the time and know it to be true (even for adults, this holds true as well). When we are in understanding and able to process how we feel, we can then begin to choose how we will respond. This is especially true for anyone coming from a traumatic background.
SEL is powerful and necessary, ensuring that students have a moment to reflect, processes and feel what they feel is vital to their development as creative, contributing and communicative humans.
For breakfast, I had coffee, stevia, cream, and one teaspoon of coconut oil.
This post originally appeared on the kid-git blog on July 7, 2021.