Reflect on Learning
Overview
Student reflection on learning, particularly when done collaboratively, is critical for moving knowledge of content and strategies into Long-term Memory. Having students think about their progress towards learning goals can also shape their positive beliefs about their abilities by helping them understand how they learn and encouraging them to ask for support, refining their Metacognition and improving Motivation.
Example: Use This Strategy in the Classroom
Watch how this eighth grade teacher uses exit tickets to aid in student self-assessment, promote reflection, and foster a growth mindset. As students become more aware of their performance compared to the expectations, they can persist through challenging tasks. This reflection routine helps increase communication between teachers and students. These responses also serve as formative assessments to aid teachers in shaping their lessons and differentiating instruction.
Design It into Your Product
Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.
Learn how platforms, like Sown to Grow, build reflection into the learning process. Students have the opportunity to reflect on assignments and document the strategies that worked for them and those they would like to try next time. By giving them agency over their own learning, students learn how to learn.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
When annotating, students engage deeply with a text and make their thinking visible while reading.
Checklists and rubrics help students understand expectations as they navigate more complex tasks and assignments.
Setting overall goals with actionable steps for achievement can help students feel more confident in their skills and abilities.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know, supporting their identity development and Sense of Belonging.
When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.
When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition and actively participate in the reading process.
