Reflecting

Reflecting

Outside of reviewing a test, rarely do we ask students to reflect on learning. It’s understandable since by the time students have turned in an assignment, we must hurry on to the next topic. What is the payoff of asking students to reflect?

Let’s answer this question first: what do I mean by reflect? A few simple questions that students are expected to answer honestly about their learning process and the effort they contributed. It doesn’t have to be graded, but you do need to read (or listen) and respond either in conversation or writing. Below is an example of a form that could be used as a standard, post-assignment or evaluation reflection guide.

Back to the question of payoff in asking students to reflect. For one, reflection helps hold students accountable. It’s more difficult for Jake to turn in poor work when he knows he will be asked to reflect on it. Second, reflecting is critical life skill. It forces students to articulate and review their thought processes. In the education world, this is called metacognition. For many students, it’s not a natural skill; they learn it from others and by practice. Helping students increase their metacognitive skills helps them to become more aware of their own strengths and weaknesses. This is a critically important leadership skill, too. Use the reflection exercise as an opportunity to discuss how leaders must learn to recognize what they are good at and what they aren't so they can use the talents of others to build great teams and produce outstanding results.



Leadership Development Tip for August 14, 2008