Looking Back, Looking Forward-Promoting Student Growth via Reflection

A lot of teachers like to encourage reflection among their students. After all, taking the time to reflect on experiences is integral to the learning method.

Ideally, reflection lets students consider current ideas and explore how their data is evolving. The key to effective reflection is to make sure you’re considering why your students are reflective and what they hope to realize. Ecole Globale, the best boarding school in India, not only encourages its students in building careers but also supports teachers in learning new techniques.

Even teachers of school in Dehradun try to teach their students via reflection of their own experience. You can assign reflection time anywhere within the learning process — before, during, and after a lesson. Here’s a glance at the necessities of reflection in every of these learning phases:

Pre-assignment reflection

Reflection helps before, during, and when the teaching of new material as a result of it encourages active instead of passive learning. Students who reflect before engaging with new content will activate previous data and cement it with new information, which ultimately encourages overall retention. This method, usually known as scaffolding, lets students create crucial links that change them to access and build upon the information as they learn.

To promote reflection at the beginning of a lesson, reading, or assignment, lecturers will ask students to consider:

· What they know about a topic before engaging with new material

· What they suppose they’ll learn based on the title, images or info presented

· What they need to understand

Answering these queries early gets students actively engaged with the material before learning, strengthening the bonds to things they learned in previous lessons.

Midpoint reflection

During the middle of a lesson, ask students to require time to think about what they’ve learned and what they still ought to apprehend. Encourage them to consider:

· What they knew before this lesson started

· What they want they know now

· What they’re troubled to grasp and wherever they have more learning support

· What interests them and what they need to find out more about

· What processes and strategies have helped them to find out best, and which ones haven’t worked as well

Post-assignment reflection

The most common sort of reflection happens when a lesson, once students are asked to consider what they have learned and the way effectively they’ve engaged in the learning method. By reflecting when the fact, students will comprehend precisely what they apprehend now and distinguish it from what they didn’t know before. And that they will assess how the learning method may are better. Lecturers will ask students to consider:

· What they learned best

· What learning strategies worked best and which ones didn’t work

· Where they struggled to find out and what they may have done to combat those struggles

· How their data has evolved throughout the method

The goal of post-assignment reflection is to urge students to think about what they learned and the way they learned that info.

Ultimately, the reflection method encourages students to understand better content, cement the pathways that connect current to previous data, and actively consider how they learn. Once students take time to reflect, they become active participants in their learning, and they develop study processes they’ll use on their own to increase their academic success.

The Teachers Guild, Student Voices, Mind On Education Learning Centre, EduColor Movement, Erik P.M. Vermeulen, Yazin Akkawi, Chris Jagers, Terry Crowley, Lucas Rizzotto, Jessica Wildfire

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