PPLI 20 Ways to Reflect (NEW) - Flipbook - Page 5
Quick Reüection
Students write a reüection on the Reüection Slips in less than 140 characters about
what they have done well and what they need to improve. These can be written on
post-it notes and then attached to pieces of work. Print Out (see Page 10).
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3-2-1
Before starting a new topic, students write three things they think that they know,
2 things they know and 1 thing they are certain about. This is a great activity for
students to reüect on assessment objectives at the beginning of a topic.
Print Out (see Page 11).
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I Know
I Want to know
I have Learnt
Students write down what they know about a topic, then they write questions
related to their knowledge e.g. 8I can write about myself9 but 8How do I write about
myself if I lived on an alien planet?9. At the end of a scheme of learning, students
then write what they know now about how to achieve this. Print Out (see Page 12).
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Inspiring quotations
There are many websites that have lots of quotations surrounding diferent topics
such as group work, language learning etc. Put one of these quotations on the
board before attempting a task with a skill attached and get students to reüect on
the meaning of the quotation and how they can learn from it to progress.
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Group work
reüections
After group work, ask students to reüect on how they feel about how the group
worked, what could be improved and how they participated in the group. This form
of reüection is focused more on the skills of working in a group rather than
working on subject content but the two can be incorporated.
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After receiving feedback on a piece of work, ask students to reüect on it.
They can consider the following questions:
1. What have I learned?
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Reüecting on
feedback
2. What went well?
3. What can I improve upon?
4. What goal(s) am I setting for next time?
5. Do I have any questions about my feedback?
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Model reüection
The best way to help your students reüect is by modelling what reüection is. Talk
about your experience as a language learner and what helps you learn. Share your
reüections at the end of a class or unit with them. Set goals and reüect on them at
the end of a unit as group. Model reüection.
Asking students how they learn
Giving students the opportunity to reüect on the ways in which they learn can be highly insightful, not only for you as a
teacher but also for the students. Visual, Aural, Read/Write and Kinaesthetic or VARK questionnaires can be found freely
on the internet to complete online or print.
However, VARK questionnaires should be used with caution. Whilst they can be useful to highlight a student9s 8typical9
learning style, it should not be used to pigeon-hole a student. For example, if a student presents as being a kinaesthetic
learner, this does not mean that they are not also a visual or aural learner in some circumstances.
Also, it is good practice to expose learners to diferent forms of learning as often as possible.
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