Literacy PK-3

Systems Change
Literacy PK-3 > Strategies > Reflect on Learning

Reflect on Learning


Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory. Having students think about their progress against 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 Self-regulation skills and improving Motivation.

Use It in the Classroom

Watch how this fourth grade teacher embeds self-reflection and fosters growth mindset in her students. Through positive self-talk, students reflect during the learning process and feel encouraged to persist through challenging tasks.

  • Preparing portfolios of their work gives students the opportunity to reflect on their learning and progress. This process is especially meaningful when students include pieces that demonstrate both strengths and areas to work on. Teachers can also help students see how much they have grown by having them revisit earlier work and asking them reflective questions such as, "Do you remember how you felt when you first did that?"
  • 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 Explain Everything allows students to share their thinking and reflect on what they have learned in a visual, interactive manner. By providing open-ended drawing tools and recording capabilities, learners can create video reflections that not only showcase their learning but also facilitate the reflection process.

  • Product developers can create a regular time and space for learners to engage in reflection, which strengthens the process of learning and memory formation. For example, a product can produce a visual map of learners' progress and provide diverse mediums, such as drawing, for learners to record their reflections.
  • Factors Supported by this Strategy