Upload
phungkhanh
View
214
Download
0
Embed Size (px)
Citation preview
1
Self-Reflection
What is self-reflection?
Self-reflection is a process that gives students the opportunity to stop and be reflective about the learning that has taken place thus far as well as the learning to come. (Davies, Herbst, & Busick, 2013)
Self-reflection includes engaging students in language learning by identifying specific personal language goals and by learning to discuss them with others using appropriate terminology. (ELA Foundation for Implementation, Grade 8, 1.1.5)
Why is self-reflection important for student learning?
Self-reflection allows students to develop goals and plans for future language learning related to the development of personal identity, socio-cultural expression, literary pursuits, and further learning. (ELA Framework of Outcomes, 2000)
Self-reflection helps students develop insights about their own learning and gives specific descriptive feedback which is essential for learning. When we involve students in self-assessment and goal setting it is a way of supporting the learning of all students. (Gregory, Cameron, & Davies, 2000)
Self-assessment is an essential skill for developing metacognitive awareness, which includes developing a plan for learning then monitoring and evaluating that plan. (Fisher & Frey, 2012)
When should self-reflection be introduced?
Self-reflection should be introduced from the time a child enters Kindergarten and evolve at a developmentally appropriate rate as the child matures and progresses through the grade levels. The ultimate goal is for the student to have developed proficient self-reflection skills by the time they reach high school graduation.
How can I ensure authentic, productive, self-reflection?
Providing adequate time for students to reflect on their learning allows them to think, process new information, look for proof, and connect to criteria. By consolidating their learning students may become more involved in the curriculum you are trying to teach. (Gregory, Cameron, & Davies, 2000)
In order to keep self-reflection and goal setting authentic it should not become a separate event that has little connection with what students are learning.
2
Modeling through think alouds provides students with an understanding of what self-reflection could look and sound like. Providing prompts when first introducing the process or for those who need more support, will ensure that students successfully engage in self-reflection.
What are the different formats or processes for self-reflection?
Self-reflection should be used regularly and in a variety of literacy and cross curricular contexts that require students to evaluate themselves and their learning. The following examples may be used to engage students in meaningful self-reflection.
1. Portfolios
Students assemble a collection of work samples; reflect on their learning and self-awareness in terms of the curricular content being studied. Representative samples of student work are displayed in a binder or other organizer. (ELA Foundation for Implementation, Grade 12, 5.2.4)
2. Conferences
Conferencing can take a variety of forms including peer, teacher, student-involved, and student led conferences. Students have an opportunity to present and discuss oral and written evidence of their academic and personal learning. They are required to collect samples of work which reflect their learning and share it in a structured format based on predetermined criteria. (ELA Foundation for Implementation, Grade 11, 3.3.4)
3
3. Self-Reflection Journals/Podcast
Journals are an ongoing record which allow students to write about their learning and personal growth in any curricular context. (ELA Foundation for Implementation, Grade 9, 1.1.1)
4. Student Involved Self-Assessment
Students should be involved in developing rubrics and checklists of criteria to evaluate their work in order to identify strengths, challenges, and next steps to create learning goals. (ELA Foundation for Implementation, Grade 10, 4.4.2)
How do I assess students’ self-reflection?
Self-reflection can be assessed by observing students following established protocols for reflection and using co-created criteria to evaluate students’ abilities to reflect on their own learning.
Note: See Appendix for graphic organizers and visuals to support student self-reflection in the classroom.
4
Appendix
Links
http://www.edu.gov.mb.ca/k12/docs/support/multilevel/blms.pdf
http://rubistar.4teachers.org/index.php
Visual Supports
Portfolios & Student Self-Reflection
Adapted from Portfolio and Conferences by Acuña and Peña, 2014.
Be agents of reflection
and decision making.
Have control of their own
learning.
Reflect on their own learning.
Assess their own
strengths and
weaknesses.
Identify their own goals for learning.
6
Self-Reflection Graphic Organizer 3-2-1
Three things you learned:
1. _____________________________________________________________
_____________________________________________________________
2. _____________________________________________________________
_____________________________________________________________
3. _____________________________________________________________
_____________________________________________________________
Two things you found interesting:
1. _____________________________________________________________
_____________________________________________________________
2. _____________________________________________________________
_____________________________________________________________
One question you still have:
1. _____________________________________________________________
_____________________________________________________________
7
Jeffries & Kostov, 2014. Peer Assisted Learning (PAL) in Clinical Skills: Our Reflections.
Abrami, P.C., & Wade, C. A. (Fall,2008). Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology. V34(3).
8
Student Involved Assessment
Persuasive Essay Rubric
Category
4 Very Good to
Excellent Understanding (80% to 100%)
3 Good
Understanding (70% to 79%)
2 Basic
Understanding (60% to 69%)
1 Limited
Understanding (50% to 59%)
ND Does Not Yet Demonstrate
(< 50%)
Position Statement
A thoughtful statement of position is
presented and defended through logical arguments
and carefully selected supportive
detail.
A position is adopted and
logically agreed: appropriate
supporting detail is supplied.
A position is adopted and
logically argued.
A position is unclear, with
limited development of
argument.
Unable to take a position. No argument is
evident.
Critical Thinking
An ability to think critically is
demonstrated in the analysis,
synthesis, and evaluation of
relevant information.
The paper goes beyond description to implementation, analysis, synthesis,
and evaluation.
Accurate information
incorporating relevant sources and references is
conveyed.
Limited ability to analyze,
synthesize, and evaluate
information.
Does not yet demonstrate the
ability to analyze,
synthesize, and evaluate
information.
Awareness of Issues
An awareness of differing
viewpoints is demonstrated and
a rigorous assessment of
these undertaken where relevant
An awareness of differing
viewpoints is demonstrated and an assessment of these attempted where relevant.
Asserts viewpoint and acknowledges some alternative
viewpoints
Asserts viewpoint without
acknowledging alternative viewpoints.
Does not yet demonstrate the ability to assert
viewpoint.
Subject Content
An excellent grasp of the subject
matter is demonstrated, including an in
depth understanding of
the relevant concepts, theories, and issues related
to the topic.
A good understanding of the subject matter is demonstrated, including a good understanding of
the relevant concepts and
issues related to the topic.
A basic understanding of the subject matter is demonstrated, including some issues related to
the topic.
A limited understanding of the subject matter is demonstrated.
Does not yet demonstrate an understanding of the subject
matter.
9
References
Davies, A., Herbst, S., & Busick, K. (2013). Quality assessment in high schools: Accounts from teachers. Courtney, BC: Connections Publishing.
Davies, A., Gregory, K., & Cameron, C. (2000). Self-assessment and goal setting. Courtney, BC: Connections Publishing.
Fisher, D. & Frey, N. (2012). Improving adolescent literacy: Content area strategies at work. Boston, MA: Pearson.
Keil, M. (2000). Senior 4 English language arts: Manitoba curriculum framework of outcomes and senior 4 standards. Winnipeg, MB: Manitoba Education and Training.