Reflecting on Learning

This does not only focus students' attention on the content but also on themselves as learners. This results in higher ordered thinking on their part. 

Some strategies that you may incorporate, but are not limited to:

Reflective journals- Students can respond to reflective questions. The questions prompt the students to reflect on what predictions they made that were correct or incorrect, what information was easy or difficult, how well they understood the material, how well they think they did during the day, what what they think they could have done differently. 

If they state any of the above they should add why, give evidence!

Think logs- students reflect on cognitive skills-classification, inference, decision making, creative thinking, or self-regulation that the lesson focused on.

Exit slips- The student responds to specific reflective questions at the end of the room. Some examples include: What are the main ideas of today's lesson? What do you feel most and least sure about? Do you have specific questions about today's lesson? What aspects of today's lesson did you feel successful with?

Knowledge comparisons- Students compare and contrast their current level of knowledge on a topic of level of competence with a procedure to their previous level. Multiple methods may be used for this one. 

Two-column notes-Students use a two-column note sheet as an extended reflection activity at the end of the lesson. Left students record facts or other information they found interesting, right they record their reactions, questions, and extended ideas related to the facts or information to the left hand side. (This could easily be done in a Thinking Map fomat too)

The focus for this strategy is to help students understand the learning process as one that requires their attention and effort!

When the strategies in this element produce the desired effect, teachers will observe the following behaviors:

Students can describe what they are clear about and what they are confused about.

Students can describe their levels of effort and the relationship of their effort to their learning.

Student can describe what they might do to improve their learning. 

This resource breaks apart the scale:

https://www.kyrene.org/cms/lib/AZ01001083/Centricity/Domain/42/Art%20and%20Science/Enhanced%20Developmental%20Scales/Enhanced_Developmental_Scale_E13.pdf

Here is a great video on this element:

https://www.youtube.com/watch?v=HL_GKyh4FrI