PPLI 20 Ways to Reflect (NEW) - Flipbook - Page 3
20 Ways to Reflect
Reüection ideas for teachers in the MFL Classroom
The following ideas can be used in any MFL classroom. We recommend that you choose a couple of
ideas to use ûrst and then use them frequently to help embed reüection into your students’ routine.
Once they have mastered the technique, then add or replace it with another.
For your convenience, we have also created a number of templates to accompany these ideas that you
can download, print and give to your students straight away.
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The 1-minute essay
How much could you explain in one minute? At the end of a lesson, set a timer
and ask students to write on a piece of paper the main points from a lesson or
series of lessons and one big question they have. Collect these responses to
inform your next steps.
Sketch notes
For the visual learners in the classroom, ask students to sketch out what they can
do and what they need to improve using small symbols accompanied by a few
words. Visual prompts can be just as powerful as written ones.
A reüection space
Dedicate a time to reüection in every lesson. This could be at the start of the
lesson where you write on the board before students enter the room: 8What do I
need to work on today?9 Students quietly reüect and you can ask them during the
lesson what they9re working on today. This fosters greater reüective independence.
Exit slips or tickets
Students have to write one thing that they have learnt in the lesson and one thing
they need to improve on the Exit Slips. Students give the Exit Slip to you on the
way out of the class room and cannot leave until it is done. These can be returned
to students in subsequent sessions for them to return to their initial reüections to
see if they have progressed. Print Out (See Page 6).
Share and revisit
learning intentions
Draw attention to examples of progress linked to the learning intentions and invite
students at the end of the lesson to identify evidence of meeting them.
This helps students recognise progress in relation to learning goals, not just task
completion.
Take a reüection
break
If students are working on an extended task, then pause students periodically for
1-2 minutes where they share with their partner what they have achieved, what
they still need to do and something they aspire to do. Their partner should be
encouraged to ofer some advice as to how this might be achieved based on their
own experience.
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