Purposeful Reflection
Overview
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition. Purposeful reflection on learning is critical for moving knowledge of content and strategies into Long-term Memory. Having learners think about their progress towards learning goals can also shape their positive beliefs about their abilities by helping them understand how they learn and encouraging them to ask for support.
Use It In Your Learning Environment
Purposeful reflection can engage learners with material in a deeper way, encouraging learners to make connections between the course material and real-world experiences or think about the material from a different perspective. This type of intentional reflection, to apply, analyze, and evaluate new concepts, can facilitate the transfer of learning to different contexts. Providing structured time for reflection on the learning process itself can include having adults prepare portfolios aligned with specific standards. This process can foster a growth mindset and is especially meaningful when instructors properly scaffold reflection time, guiding learners to self-assess specific pieces, consider their progress, and look at both strengths and weaknesses with recommendations for future areas of focus. Instructors can also embed reflection into their lesson during reading, independent activities, or exit tickets. Reflection that includes self-assessment or journaling can support the development of a range of skills from Numeracy to Oral Communication Skills such as public speaking.
Product developers can create portfolios for learners to save their work and add comments, using audio, video, or text media, that can be reviewed and built upon by learners and instructors throughout a course. This strengthens the process of learning and memory formation, particularly if learners can see their progress over time. For example, a platform could contain a space where instructors can align assignments with standards, creating a linear and visual map of learners' progress and supporting self-evaluation.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills.
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Journaling allows learners to reflect on their thinking and feelings, process their learning, and connect new information to what they know and their practical experiences.
Pairing non-examples with examples helps learners compare and contrast to deepen understanding at both the concept and skill levels.
Perspective seeking is different from perspective taking as it involves communication with the purpose of gaining insight into the nuances of alternate views.
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
