Facilitating Learning to Reflect | Ophea Teaching Tools

    Facilitating Learning to Reflect

    Skills Students Need to Learn and Develop

    To support student learning to Reflect, a variety of skills are needed. These skills include:

    • Self-assessing strengths and areas of need
    • Self-assessing their progress in developing new skills
    • Writing/talking about successes and challenges during the inquiry process
    • Developing strategies to deal with frustrations during the inquiry process
    • Taking responsibility for their own learning

    As students reflect on the new knowledge they acquired and presented, they may have new questions. These questions might form the basis for deeper learning in the same area or further research or the next inquiry, and the process begins again.

    Educator Tips to Facilitate Student Learning for Reflecting

    To support the Reflect component, educators may consider using the following implementation recommendations:

    • Provide opportunities for students to write/talk about what they have learned for each stage of the inquiry process.
    • Use learning styles and/or multiple intelligences inventories to help students understand how they learn best.
    • Have students use an inquiry journal, reflection notebook, or personal blog throughout the semester/year to record thinking.
    • Conference with students, reviewing their reflections prior to proceeding to the next stage of the inquiry process.

    Sample Curriculum Connections for Learning to Reflect

    With differentiated instruction and varying amounts of support, many of the strategies identified in Figure 15 can be used at all age/grade levels. For example, many of the examples at secondary are also applicable for many elementary students.

    Figure 15: Sample Curriculum Connections to Reflect

    Active Living

    What It Can Look Like

    • Elementary
      Students can use self-assessment information to identify adjustments that may be necessary in their fitness plans and write a reflection on a next step.
    • Secondary
      Students reflect on ways they could be physically active in their family home and in their local community.

    Curriculum Connections

    1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education

    Grade 5 A2.4 - develop and implement personal plans relating to a specific component of health-related fitness, chosen on the basis of their personal fitness assessments and interests [PS, CT]

    Grade 10 A2.2 - describe factors that affect personal physical fitness, and explain the benefits of developing fitness as part of an overall healthy active way of life [PS, CT]

    Movement Competence

    What It Can Look Like

    • Elementary
      When students explore the use of different pieces of equipment, they can reflect on why they prefer one over another (e.g., “When you choose an object to throw and catch, what do you think about to make a choice that is good for you?”).
    • Secondary
      Students reflect to transfer learning to new situations (e.g., “The target games of curling, bocce, lawn bowling, and archery all emphasize accuracy and control as you try to get an object as close as possible to a target. What similar strategies might you use in golf or bowling?”).

    Curriculum Connections

    1.1 - use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living

    Grade 5 B1.3 - explore different combinations of locomotor movements with and without equipment, alone and with others, moving at different speeds and levels, and using different pathways [PS, IS]

    Grade 10 B2.2 - apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities [PS, IS, CT]

    Healthy Living

    What It Can Look Like

    • Elementary
      Students look at a picture of a school lunch and assess whether it has something from all four food groups. Students set a goal to make healthier choices for their lunch or after school snack. Students write a reflection sentence on what they need to do to ensure they accomplish their goal.
    • Secondary
      Students reflect on next steps for their plan and what could be done differently (e.g., What can you do to eat better when you are busy?”).

    Curriculum Connections

    1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education

    Grade 2 C2.1 - use Canada’s Food Guide to assess the nutritional value of meals, and identify food and beverage choices that enhance healthy growth and development

    Grade 9 C2.1 - apply their knowledge of basic nutrition principles and healthy eating practices to develop a healthy eating plan [PS, CT]

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