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You can choose to add a short reflection piece to the end of each assignment. Reflections give students the chance to sort out their questions and feelings concerning their work. Reflection on growth and improvement could be done mid-way through the course and then at the end of the course to give opportunities to really see differences. In that case, the student reflection may feel negative and demotivating. If there are only a couple of small assignments in between the two that students are comparing then the growth may not be evident. The trick to this one is to not do it too early. Have students compare current work to earlier work and reflect on the growth and improvements between them. This type of reflection gives students a chance to see improvement. Sometimes it’s really hard to see where we’ve made any progress when we are in the middle of learning. The third angle we’re going to talk about is reflecting on growth and improvement. If they can see patterns in where and how they get stuck, the process of generating solutions will eventually lead them to real change in how they learn. What did they understand easily? What was harder to grasp? What made it harder to grasp and how can they reduce that blockage in the future? This type of reflection allows students to step back and look at themselves as learners. Reflecting on the Learning ProcessĪnother angle of reflection is to have students reflect on their own learning process. Another possible way to reflect is to pause and ask students to place themselves in a situation and think about how they might handle it. That’s going even deeper into reflecting and connecting.Īnother example is to post a quote on the discussion board and ask students to connect the quote to the current learning and to themselves in some way and share that. You could ask them if they would have acted differently based on the new information. Just the act of connecting the lesson to something they know personally has strengthened the learning. You can ask students to pause and think about a time that something like what you described happened to them or someone they know.

There are several ways to weave in this type of reflection throughout a course. Anytime a learner can connect the learning to him or herself, the memory connection becomes much stronger. The first angle of reflection is where students connect the learning to themselves. Well, in a live course, too, but we’re staying focused on online courses in this blog. We’re going to look at three ways to reflect and how they can be used in an online course. It allows students to review their understanding, make connections, and draw conclusions about what they learned and how it applies to them.

Reflection is making meaning of our experiences. You may have gathered that this post is about reflection and its place in learning. This now raises the question for me, “How many quotes out there are not really quoted?” What is Reflecting for Learning? Someone probably summarized his idea and attributed it to him as a quote. And understanding, comprehen­sion, means that the various parts of the information ac­quired are grasped in their relations to one another - a result that is attained only when acquisition is accompanied by constant reflection upon the meaning of what is studied. It is knowledge only as its material is comprehended. Here are those sentences from a 1933 Dewey book:īut information is an undigested burden unless it is understood. So did he say it? The forum I was using did find and post a very long paragraph from one of his books in which the last three sentences seem to give that same idea. We learn from reflecting on an experience.” The trouble is, no one seems to be able to find that quote in any of John Dewey’s works. It’s attributed to John Dewey and it goes like this, “W e do not learn from an experience. I found a great quote to use for the beginning of this post.