Goal Three:
Mindful reflection and purposeful planning are necessary to ensure that students are challenged, eager, and always having fun
Is it Specific?
Reflection can take place at the end of a lesson, a unit, or an end-of-year reflection, if not all. Reflection in this can mean reflection by student, by teacher/facilitator, volunteers, or administration. There are very many levels to reflection. Reflection among students can take the form of individual self-assessment, pair or small group reflection, or large group input. Reflection can assess the success of the learning outcome, the activity results, and include aspects of the Design / Engineering Process.
Is it Measurable?
All forms of reflections are measurable, even if only on a personal level to consider how you feel, or your response to the process or outcome. Reflections can be formal or informal and they do not have to wait until the end of a until to be considered.
Is it Achievable?
Reflection is always achievable. As Dewey so eloquently stated: We do not learn by experience; we learn by reflecting on experiences. Reflection needs to become so second nature that it being achieved without effort. Having students reflect on reflecting is measurable and achievable simply through prompts, pair work, group work, and teacher observation. Reflection is achievable at every state, lesson, unit, and end-of-year.
Is it Relevant?
Reflection is more than relevant it is necessary and critical to everyday life and successful decision making. Even if you only recognize that you are having FUN or that you are happy, or confident, that is a reflection.
Is it time-bound?
Reflection can be time sensitive; if you wait too long to access or think about the process that you have undertaking or gone through it can be too late and critical information may be lost. Encouraging students to be good ‘note takers and recorders will let them know that reflection does not have to be time specific; you don’t have to wait for someone to tell you to reflect; but reflection can become an internal process much like metacognition.
Mindful reflection and purposeful planning are necessary to ensure that students are challenged, eager, and always having fun
Is it Specific?
Reflection can take place at the end of a lesson, a unit, or an end-of-year reflection, if not all. Reflection in this can mean reflection by student, by teacher/facilitator, volunteers, or administration. There are very many levels to reflection. Reflection among students can take the form of individual self-assessment, pair or small group reflection, or large group input. Reflection can assess the success of the learning outcome, the activity results, and include aspects of the Design / Engineering Process.
Is it Measurable?
All forms of reflections are measurable, even if only on a personal level to consider how you feel, or your response to the process or outcome. Reflections can be formal or informal and they do not have to wait until the end of a until to be considered.
Is it Achievable?
Reflection is always achievable. As Dewey so eloquently stated: We do not learn by experience; we learn by reflecting on experiences. Reflection needs to become so second nature that it being achieved without effort. Having students reflect on reflecting is measurable and achievable simply through prompts, pair work, group work, and teacher observation. Reflection is achievable at every state, lesson, unit, and end-of-year.
Is it Relevant?
Reflection is more than relevant it is necessary and critical to everyday life and successful decision making. Even if you only recognize that you are having FUN or that you are happy, or confident, that is a reflection.
Is it time-bound?
Reflection can be time sensitive; if you wait too long to access or think about the process that you have undertaking or gone through it can be too late and critical information may be lost. Encouraging students to be good ‘note takers and recorders will let them know that reflection does not have to be time specific; you don’t have to wait for someone to tell you to reflect; but reflection can become an internal process much like metacognition.
