1. embedding
reflective
learning
“Reflective learners assimilate new
learning, relate to what they already
know, adapt it for their own purposes &
translate thought into action
Overtime learners develop creativity, think
critically & use metacognition”
Jenni Wilson (2009)
3. what is reflection?
• Thinking about progress towards goals
• Involves students in program evaluation
• Linked to feelings, thinking, experiences and
beliefs
• Linking new learning to what is already
known
• Involves analysing and making judgements
about what has been learned and how
learning took place
4. the process of
reflection involves:
• Looking back
• Unravelling questions
• Pulling apart
• Considering alternate perspectives
• Making connections
• Drawing conclusions
• Reasoning and making judgements…
and can lead to goal setting
5. what is metacognition?
• Thinking about personal strengths and weakness’
• Considering how you might do something differently
and why - evaluation and regulation
• Thinking about how my selection of strategies assist or
hinder my ability to complete the task
• Redefining and setting new goals
• Considering how our feelings affect our thinking and
learning
• Thinking about the validity of our judgements in
relation to learning
6. the process of
metacognition...
• Is strengthened by establishing and sharing
learning goals
• Is nurtured by encouraging cooperation over
competition
• Involves becoming aware of how and when
we learn most effectively
• Is strengthened by seeing the modeling
metacognitive strategies
• Is supported by providing feedback to support
the development of metacognitive thought
7. are reflective thinking and
metacognition the same?
• When we are being metacognitive, the
focus of our thinking is our own
thinking, where as reflective thinking is
about something other than our own
thinking.
8. using self assessment to
promote reflective learning
• Self and peer assessment provide the
context and tools to promote higher
level thinking and learning
• Reflection: sets the context for further
self assessment
• Metacognition: can be promoted
through self assessment and the use of
short term goal setting
15. A Model of
Reflective Learning
Reflection
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Awareness
Self
Metacognition
Assessment
16. A Model of
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17. A Model of
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18. A Model of
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ATTITUDES
26. pause for reflection...
• CONNECT - think about your own
practice... what do you connect with?
• EXTEND - what have you heard that
extends your thinking?
• CHALLENGE - what have you heard
that challenges your thinking /
beliefs / own practice?
27. big ideas of reflective
learning
• Reflective learning will not work unless the
teacher believes in it
• Skills and strategies need to be modeled and
taught and the use of reflective language
commonplace
• The environment can promote reflective
learning
• The process works best when students play a
part in constructing criteria and evaluating the
program
28. what are some effective ways to
promote reflective learning ?
• Modeling
• Questions
• Environment
• Use technology to support reflective
learning
• Plan for reflective learning, don’t bolt
on as an after thought
29. Strategies: modeling
• “Students are quick to pick up the
inconsistencies between what a teacher
says and what a teacher does.” Costa
(2001)
• Emphasizes the need to show that you
also value this kind of thinking and
behaviour
30. Strategies: modeling
• Share your professional and program
goals with students
• Make your thinking heard, eg. verbalise
how you would self assess a piece of
work
32. when reflecting students use
questions to:
• Make connections between information
• Clarify, review, compare
• Focus their thinking
• Improve their understandings, explanations
• Consider consequences
• Understand other perspectives
• Analyse and draw conclusions
• Reason and make judgements
33. when using metacognition
students use questions to focus
on:
• Their own thinking processes, strategise, consider
their own capacities and limitations
• Think more deeply about their own understandings
• Content specific knowledge
• How to approach a task, what needs to be done
• Monitor their own thinking/progress
• Make connections between ideas
• Factors that impact on their own thinking, eg
feelings
34. strategies: environment
• Interactive displays - charts, questions,
prompts
• Exposure - start small, build up the
repertoire of tools available for your
students to use
35. strategies: technology
• Use collaborative tools that promote
reflection (example - https://voicethread.com/?
#q.b3548760.i18567413)
• Social media - consider how different
types of social media could be used to
promote reflective learning (example
todays meet)
36. from theory to
practice..
• What facets of learning could I target to
promote reflective learning? eg. skills,
knowledge, concepts, attitudes
• Where would reflective learning fit best
into my classroom practice?
• Choose one strategy that appeals to you
and plan to incorporate it into your next
unit of study
37. REFERENCES:
Wilson, J & Wing Jan, L (2008) Smart Thinking: Developing reflection
and metacognition
Costa, A (2001) Developing Minds: A resource book for teaching
thinking
Murdoch, K & Wilson, J (2008) Creating a Learner Centred Primary
Classroom
Project for School Innovation (2003) Cultivating Student Reflection.
Teachers for Teachers Series No 6
Perkins D (2009) Making Learning Whole
