Taking Time to Reflect Supports Learning
by Myki Williamson, Professional Learning Specialist

STANDARD # 7: Student Assessment and Data Analysis
Quality Indicator #2: Assessment data to improve learning

Reflection is a powerful tool for transforming learning beyond isolated skills to integrated understanding.  In their book Data-Driven Dialogue, Bruce Wellman and Laura Lipton write, “Adults do not learn from experience, but from processing experience.”  If we apply this theory to learners of all ages we can conclude that the most significant learning occurs when the learner takes time to process, or reflect on, that new learning.

The power of reflection can support all areas of our lives.  For example, one of my favorite things to do is plan Thanksgiving dinner.  I don’t wait until family members sit down for their first bite to reflect on how everything is going.  The process of reflection begins when I remember what went well, and what didn’t go so well, for previous Thanksgiving meals. Reflection is a continuous part of my process as I plan, cook and share my ideal meal.   I begin by anticipating my ideal meal, and then I actively reflect and adjust as I look for recipes, shop for supplies, and plan the preparation of each dish.  Finally I take time afterwards to recall how the actual event went compared to the picture in my mind.

We can apply the same process to our classroom.  While we are accustomed to reflecting at the end of a lesson, I suggest that doing so before and during the lesson helps create a culture of risk taking and higher level thinking.  Having students reflect at the beginning of a lesson activates prior knowledge.  As the lesson progresses, stopping to process and integrate new understanding with previous learning makes information transferable.  Finally, reflection at the end of the lesson helps students check their thinking and plan where they need to go next with their learning. 

Below is a list of questions from Thomas Farrell's book Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers. To support your students as they reflect, consider posing questions from this list based on where in the lesson you want students to pause to process their thinking.

Anticipatory Reflection – This allows students and teachers to plan, decide on a course of action and anticipate outcomes.

• What might be some things I want to be able to do at the end of this lesson/unit/activity?
• How might I be able to show my understanding of new information?
• How could this information help me become a better_______?

Active Reflection – This allows the students and teachers to process new information as the lesson unfolds.

• How is what I’m learning connecting to what I already know?
• How comfortable would I feel explaining this information to a new student?
• What might be some ways I can help myself figure this out?

Recollective Reflection – This allows the students and teachers to make sense of past experiences and create meaning for those experiences.

• What do you think today’s lesson was about?
• Which part of the lesson was the easiest? Hardest?
• What changes could be made to help you as a learner?

As I begin to consider my favorite meal of the year, I hope you too will consider how a regular reflective practice could benefit your students.
 


Farrell, Thomas (2004).  Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers, Corwin Press.

Wellman, Bruce and Laura Lipton (2003). Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, MiraVia.