Time To Complete
I Can Statements
- I can:
- Openly examine my experiences as they relate to the content and learning objectives
- Accurately self-appraise my work and growth using self-identified criteria and established expectations
- Discuss my successes and failures, challenges, and further growth opportunities with honesty
- Ask probing questions about myself, my experience, and my learning to promote further exploration, additional learning, or deeper understanding
- Connect my relevant experiences and prior knowledge to the content and learning objectives as well as to larger issues beyond the course
- I will know my reflection is of high quality when it:
- Openly examines my experiences as they relate to the content and learning objectives
- Accurately appraises my work and growth using self-identified criteria and established expectations
- Discusses my successes and failures, challenges, and further growth opportunities with honesty
- Asks probing questions about me, my experience, and my learning to promote further exploration, additional learning, or deeper understanding
- Connects my relevant experiences and prior knowledge to the content and learning objectives as well as to larger issues beyond the course
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking them to point out specific examples of how they met the quality criteria in their reflection.
- Ask students to self-evaluate their work after completing one of the activities below.
Model reviewing a selection of the reflective summaries that you have produced over the course of this performance task. Think aloud about what skills you practiced and what strategies you used in each stage of the performance task. Think aloud about how these skills and strategies helped you to understand the text differently, or more deeply. Take notes on a board or projector with your observations. When you are done, read your notes aloud, and think aloud a synthesis of your own learning process. After going through this initial modeling process, write up a reflection on your learning process, and read this reflection aloud to the students. Ask them to deconstruct the process you used of reflecting on your learning.
Students should practice in groups and individually the process of reflecting on learning:
- In groups of two to four, students should take turns reading aloud from one student’s collection of reflective summaries, with each student taking a turn to identify strategies and skills that they notice the student using, and changes they notice in the student’s emerging understanding of the text. They can record their observations on chart paper and present some of them to the class.
- Have students read exemplar reflective summaries individually, and record observations about what and how the writer learned and understood.
- In pairs, students should exchange a selection of their reflective summaries, and each student should present to the partner what they notice about the other student’s learning process.
- They should continue various forms of practice until they are adept at metacognitive reflection on learning.
After several days of practice and once they have achieved mastery, students should write a final reflective summary, this time using the portfolio of their prior reflective summaries as their target text. They should summarize the course of their learning process, and describe the skills and strategies they used and what they learned from each. They should document their emerging understanding of the texts. Students should evaluate their effort and achievement as a learner over the course of this project, and draw conclusions about their learning profile. This summary should be included in their portfolio.