Reflections on Learning

Overview

Type of objectives	Thinking skills, problem-solving, reflective thinking
Number of students	Large group
Teacher prep time	A single two- to three-hour design period
Class time	Depends on the length and complexity of the task being reflected upon
Scoring time	Long
Scoring method	Focused holistic
Possible problems	Some reporting may have to be done orally; some parents find questions dealing with student feelings or reflections very offensive; most students will be unable to recall all of the processes they use; equating tasks
Possible values	Can provide a tool for lifelong learning; encourages students to develop thinking strategies and internalize the steps to problem solving

Frequently Asked Questions

What are reflections on learning?

This technique, often used as a subset in journal writing, invites students to report on their own experiences in terms of the steps they used to learn something or accomplish different types of tasks. Students may be better able to handle self-reflections if the questions focus on a specific aspect of a task as it does in portfolio assessment. Self-reflections are a method for looking at the amount of internalizing and understanding students have. This technique can make teachers more aware of the steps or strategies students are using to learn or solve problems.

How might reflections on learning be used?

Student writing can be shared with the class as long as there is a guarantee of confidentiality or permission of the use of names. From class discussion students can add steps in learning they may use but fail to recognize, or they may add entirely new strategies. Personal notes from the teacher on his or her own experiences often enhance reflective works. Community members with interests similar to a particular student may be invited to share the steps or strategies they use.

As students become more familiar with self-reflecting, the tasks can become longer and more complex. The focus questions can become more general as students begin to think in terms of their own learning strategies and steps to problem solving.

Where can examples of reflections on learning be found?

This method appears to be used by many problem-solvers as evidenced by the writings of Lorenz in King Solomon's Ring, Heyerdahl in Kon-Tiki, Patterson in The Education of Koko, Feynman in Surely You're Joking, Mr. Feynman, Darwin in The Voyage of the Beagle, and other book or stories by problem solvers. Readings from these sources can provide a stimulus for student reflection, helping to link assessment and instruction. Students familiar with the "scientific method" will recognize that the steps came to be defined as people reflected on how they solved problems. Students using and understanding that they are using problem-solving strategies can and will alter the steps in various ways to suit their own needs and abilities. The methods used by others can add to a student's own strategies, but in reality each person must develop his or her own strategies.

Preparing for reflections on learning is very important if this is to be incorporated into student assessment.

What are some examples of simple activities used to begin the reflection process?

Have students write a three word poem about something beautiful. Have them reflect on the steps that they took to write the poem. A focus question for reflections such as, "What did you do first?" "What steps did you follow?" or "What did you do before you began to write?" Have students share their steps. Be sure that they note that not everyone started the same way and that all of the steps are not the same.

Have students make a prediction about when the sun will rise again. Provide some focus questions such as, "What did you do first to help you make the prediction?" or "What steps might you take to ensure that your prediction is more accurate?"

Have students graph some data. Provide some focus questions such as, "What did you do first to make a graph?" "What steps did you follow to complete your graph?" "How are the steps you followed the same or different from the ones used by your teammates?"

What are some examples of complex activities used for reflections?

Have students investigate different ways that they can make a floating paper clip sink. Ask students to write down the steps they used to investigate one factor that they investigated. Have them compare the steps they used with those of other teams.

Have students design and carry out an experiment to test the hypothesis that oat seeds germinate faster than rye seeds. Ask students to write down the steps they used during this investigation. There steps may be compared to the "steps in the scientific method" often listed in text books. Be sure that students understand that the steps they used are the correct ones, even though they may not include all of the steps given in a book or may be in a different order. Students must be assured that the steps they have are correct and that they can add to and subtract from this list as they discover the steps they use to test hypotheses.

What are some focus questions for reflections?

What experiences did you bring into this problem?
What steps did you follow to solve the problem? (Start with examples of simple activities used for reflections or problems that have only a few steps. Work into more complex problems like the examples of complex activities for reflection.)
What did you think of first?
What did you do first?
What steps did you use to solve the problem?
What did you think about as you were working?
How did others help you solve the problem?
What were some steps others described that might help you become a better problem solver?

Use the following types of questions after students have acquired a list of problem-solving steps or strategies.

How were these steps like steps you have used to solve other problem-solving tasks?
How did the steps used in this problem differ from the steps you have used in other problem-solving tasks?
What did you do when you got stuck?

How does the teacher prepare for assessment using reflections on learning?

Discuss with other teachers how you will explain the self-reflecting process to your students and to their parents.
Outline the criteria you will use for judging the reflections and the method of scoring.
Design a series of tasks with focus questions that will enable students to become better at reflecting on the processes they use to solve problems.
Decide how to "sell" the use of your self-reflection tasks to others. Be sure you are able to answer the questions regarding how assessment methods should be chosen.
Describe some of the possible weaknesses of your method and other assessments that will be required to complement the portfolio.