Thrive in Action Blog Series: Rigorous Thinking, GPS 10 - Reflection
The Thrive In Action blog series highlights practical applications for Great Pedagogy Strategies (GPS) within the EdConnective Thrive Framework, summarized here. The EdConnective Thrive Framework is unique in that it can be applied to teaching actions seamlessly whether learning is in-person or remote. This week we get more familiar with:
Rigorous Thinking, GPS 10 - Reflection: Teacher and students both regularly engage in reflecting on their growth in a way that is tracked over time.
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Teachers use reflection to help their students to make meaning--of themselves, of the content, and of the world. Through reflection, students take a moment to look back at the content and ponder on a given prompt or on their perceived perception. Through reflection, students are now seen as producers, and they are able to interact with their learning. In this “Thrive in Action Series,” the focus is on the thrive framework of reflection. Reflection can be defined as, “Teachers and students both regularly engage in reflecting on their growth in a way that is tracked over time.” Goal setting and journals are methods to facilitate the reflective process in both traditional and remote settings.
Traditional classroom
In a traditional classroom setting, goal setting and content journals are two strategies that encourage reflection. Goal setting can be utilized as a way for students and teachers to reflect on their growth over time. Teachers can ask students to create goals for themselves and for their learning. Encourage them to form four goals: two academic goals, one personal goal, and a random goal. Also, be sure to create your goals as well. Have each student share the goals with the class, and then weekly, have students reflect on their progress to determine if anything should be adjusted.
In addition to goal setting, content journals allow students to reflect on reading, math, science, or social studies’ lessons. For content journals, include a checklist for students to glue or tape in front of their notebook. Then, ask students to write the date and reflect on a historical figure that they just finished studying in social studies. Have them write from the historical figure’s perspective or their personal thoughts on the person’s influence. To use reflection as a feedback tool or assessment, ask students to bring their journals to mini conferences with you.
Remote classroom
Goal setting and content journals can also be used in a remote setting. For the remote classroom, utilize Google’s jamboard to assist you with keeping the goals in one place for the students to constantly reflect and adjust their process. For content journals, students can keep a physical journal or a virtual journal. For virtual journals, invite students to use Canva, google docs, google slides, or flipgrid as a way for them to document their learning over time. At the end of each lesson or day, have students reflect in drawing or writing on what they learned or on a given prompt. Each Friday, invite students to post a photo of their favorite reflection from the week.
As you create your lesson plans, add a space for reflection, so that it is intentionally planned and incorporated into your lessons. Then, it will become an essential part of your students’ day. Here are some additional resources to consider when incorporating reflective journal writing in your classroom:
Journal Writing, Reading Rockets (Cox, 2012)
Sound off: What are some of your favorite reflection strategies in building and/or remote that you use with your students?
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