But who has time to set up that kind of reflection?! We hardly even have time to get through the actual lesson!
One teacher with whom I work has an answer. She has set up a reflection procedure with her students which allows them to meaningfully - and consistently - reflect on the learning they've done. Yesterday, I got to see the procedure first hand.
The class is currently digging into the idea that expansion transforms culture over time. During the unit, students are primarily exploring how European expansion into the New World transformed the European, African and Native American cultures.
During the lesson yesterday, the students were still exploring the concepts of expansion, transformation and culture but were thinking about these big ideas through a different context: the current refugee crisis precipitated by the violence, instability and economic troubles in the Middle East and Northern Africa.
To explore these ideas, the teacher lead the students through a Tug-of-War, a visible thinking routine from Making Thinking Visible by Ritchhart, Church & Morrison. She presented the dilemma, "Countries should be required to let refugees settle within their borders," and the students had to generate "tugs" or reasons that support one side of the dilemma or the other. Students then read through the "tugs" as a class, determining the strength of each.
As students did this work, wonderful thoughts and questions were shared and discussed. Connections were made to the push-pull factors the students had learned about when they studied the European Explorers. Students also made connections to the UN Declaration of Human Rights, the treaty signed at the 1951 Convention relating to the Status of Refugees as well as the Ebola crisis last year.
At the end of the discussion, the teacher asked the students to reflect on how their thinking had changed, by inviting them to complete the thinking routine, "I used to think, Now I think," where students reflect on how their thinking has shifted and changed.
The teacher also required the students to respond to the following prompt:
|front of the essential elements mat|
|back of the essential elements mat|
These students simply answered the prompt, identifying two attitudes they demonstrated during the Tug-of-War discussion.
Another student was able to identify more than two attitudes demonstrated during the discussion.
The following students went beyond the requisites of the prompt and elaborated on their responses, explaining how they showed the particular attitudes they demonstrated.
Giving students the opportunity to reflect on their learning is an integral part of the learning process. After reading about how this teacher set up a reflection procedure with her students, how could you or do you give students the opportunity to reflect on what they've learned, how they've learned it and why they've learned on a consistent and daily basis?