Reflections on Learning
We do not learn from experience.
We learn from reflecting on experience.
- John Dewey
Reflection: The process of reflection assists learners in bringing together the ideas or conclusions that are a result of thinking about their work assignments. These ideas are connected to specific criteria and help learners determine future goals and actions. Similar terms often used are self-evaluation and self-assessment.
According to Carol Rolheiser and her associates (2000), learners produce work to show what they have gained from involvement in learning experiences. Merely collecting and storing that work in a folder, however, cuts short the potential of that collection as an effective tool for assessment and instruction. Adding an element of reflection fosters the critical thinking and decision-making necessary for continuous learning and improvement.
Reflection happens when learners think about how their work meets established criteria; they analyze the effectiveness of their efforts, and plan for improvement. Reflecting on what has been learned and articulating that learning to others is the heart of the portfolio process. Without reflection, a portfolio has little meaning.
Essentially, reflection is linked to elements that are fundamental to meaningful learning and cognitive development:
- The development of metacognition - the capacity for learners to improve their ability to think about their thinking.
- The ability to self-evaluate - the capacity for students to judge the quality of their work based on evidence and explicit criteria for the purpose of doing better work.
- The development of critical thinking, problem solving, and decision-making - the capacity for learners to engage in higher-level thinking skills.
- The enhancement of instructor understanding of the learner - the capacity for instructors to know and understand more about the learners with whom they work. The result should improve the teaching-learning process.
Each element is a dimension of the reflective process and is, by itself, a compelling rationale for the emphasis on reflection. The goal of Outcome Assessment at Moraine Park is for faculty to engage learners in the process of reflection to enhance learners' capabilities and to increase instructors' awareness of students as learners. Acceptable Reflections meet the following criteria: Linked directly to an artifact, describe activities performed to complete the artifact, and summarize the growth that occurred in knowledge, skills, and abilities as a result of the activities performed.
Generally, learners find it easier to incorporate quality reflection if they have concrete prompts to assist them in the reflection process. For example, in many General Education courses, faculty use some or all of the following questions as prompts for learners as they work on an assignment or performance task:
- What was I expected to do?
- How well did I respond to those expectations?
- How do I know how well I responded?
- What did I learn in the process of creating the artifact? (may include Core Abilities)
- Given an opportunity to recreate the artifact, what would I do differently and why?
- In recreating the artifact, what help would I need and from whom would I seek it?
Instructors in occupational programs might begin guiding students in writing Reflections on Learning by using the following questions as prompts:
- What was I supposed to accomplish?
- How did I accomplish it?
- What did I learn? Consider: Where was I when I started? Where am I now? What would I do differently?
- Why is the artifact important in my targeted career?
For each outcome identified for a program, students are expected to provide evidence of skills and abilities and add a reflective statement about the performance task or assignment. It then becomes an artifact that can be placed in a Student Portfolio. The following set of prompts can also guide learners in the reflection process:
- How you went about developing the piece.
- Your strengths and weaknesses.
- What was easy and what was hard about completing the project.
- How you revised your work.
- How you could make your work better.
- What you have improved on since the beginning of the program, along with evidence in your reflections to show it.
- How you think your ability to reflect has improved since the beginning of your program.
- The resources you used to complete the project.
- How you incorporated core abilities (incorporate the indicators).
Learners may want to write down their thoughts about the above areas since they may find it helpful as they write a final reflection statement that accompanies each artifact and/or core ability included in the Progress or Assessment Portfolio. This same format may be useful when selections of representative artifacts are made for the Presentation Portfolio. The following are some stems that can be used for writing final reflection statements:
- This was meaningful to me because …
- This entry demonstrates my understanding of …
- I am very proud of this entry because …
- I am not satisfied with this entry because …
- Something I would like others to notice about this entry …
- A question I want to pursue as a result of this entry …
- This entry shows evidence of my growth toward my goal because …
- This entry demonstrates a challenge because …
- I have gained insight as a result of this entry because …
- I would like to pursue additional learning in this area because …
Reference:
Rolheiser, C., Bower, B. & Stevahn, L. (2000). The portfolio organizer. Alexandra, VA: Association for Supervision and Curriculum Development.
REFLECTION STATEMENTS:
Reflection Statements should be written to PROGRAM OUTCOMES, NOT COURSES.
Write the Reflection as soon as the performance assessment is completed.
When writing, retell what you did and how, reflect upon your work and ask yourself what you learned, and then relate how your new skills are valuable in your occupation. To accomplish this, use the following questions:
To which learner outcome (not course) is this artifact linked?
What was I supposed to accomplish and how?
- What did I learn (growth/progress)?
- What new skills/abilities did I acquire or enhance?
- What was my skill level when I started and what is it now?
- What should I have done differently?
Why is this artifact important to my targeted career?
