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 following strategies can be used at all age/grade levels. For example, many of the examples at secondary are also applicable for many elementary students.
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]
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]
