A reflective learner gives thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Taken from our International Baccalaureate’s Learner Profile.
Our Unit of Inquiry’s Central Idea is People Throughout History Have Made A Difference With Their Inventions. I would like to improve my ability to reflect effectively and model this for the students. I also want to model the Creative Problem Solving process they are learning about.
Student’s are working together to discuss what each part of the Creative Problem Solving process means and need to agree on the order in which to place each part.
Each group works very well together. They are on task, respectful and cooperative. Do they know how? Are they aware of the skills they need and are using so well?
I hear students talking to each other about how they are working not just what they are working on. I realise that I need to create an avenue so each student can provide this feedback to me and one that will also check their understanding of what we are learning about.
A quick, fun and engaging way in which to do this is by using Graffiti Posters. I write a simple question on the top of each poster. In silence, students have one minute in which to individually respond to each question. They use markers and sign their name under each response.
I give one poster to each pair of students to summarise into one sentence. We use this time to pay close attention to this insightful feedback, learn more about each other, discuss and reflect together.
I also share data that I have collected about how they work. During group work, partner work and individual work, I record on a spreadsheet how long a task takes to complete and each student’s results. They are surprised that I have collected data on them but thoroughly enjoy hearing about my observations. I have also recorded them in action and they are equally delighted to see themselves on film. This enhances both their own and my perspective because actual evidence has been provided about their working behaviour and results apposed to merely my subjective comments. (This idea was prompted by a conversation I was having with a colleague over my concern of the possible subjectivity when writing comments on student reports about their group/individual work. How did I know? What evidence did I have?)
Students also place themselves on a continuum that responds to the question, What type of role are you good at AND like to be in?
Using a computer program, each student creates their own spreadsheet and graphs their own data to analyse how best they work. They are then able to add an informed written reflection which they place in their portfolios.
Students then use their own conclusions, my feedback and the data recorded to make their own informed decisions about how they work best and how they would like to work on similar tasks in the future.
Hi, I am Natasha Hutchins an international teacher collaborating, exploring and sharing ideas with others, like myself from around the world, for our collective professional development and enjoyment of learning and teaching.