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Student reflection

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Reflect in Microsoft Teams for Education. Find resources to help you stay connected and in touch with your students and families while learning continues. Reflect in Microsoft Teams for Education Make space for feelings Identifying and navigating emotions isn't easy, and research shows that explicit instruction of these skills can have major lifelong impacts. Reflect check-ins are designed to support educators in embedding explicit SEL instruction in their classroom routine. Bring emotions to life Reflect is a free tool in Microsoft Teams. Build self-awareness and empathy Students can view their responses over time, helping them to identify patterns and strategize for their emotional well-being. Educators can choose to share the distribution of responses in their class. What is emotional granularity?

Reflect supports students in building the vocabulary we all require to communicate our needs clearly by asking them to name their emotion. Developing language to talk about feelings is foundational to social and emotional learning. Metacognition and self-regulation | Evidence for Learning | We help great education practice become common practice. What is it? Metacognition and self-regulation approaches aim to help students think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning. Interventions are usually designed to give students a repertoire of strategies to choose from and the skills to select the most suitable strategy for a given learning task. Self-regulated learning can be broken into three essential components: cognition - the mental process involved in knowing, understanding, and learning;metacognition - often defined as ‘learning to learn’; andmotivation - willingness to engage our metacognitive and cognitive skills.

How effective is it? Metacognition and self-regulation approaches have consistently high levels of impact, with students making an average of seven months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older students. How secure is the evidence? Strategies to enhance student self-assessment. Reflection activities Teachers often use proformae to encourage students to reflect on their learning experience. While these are convenient and provide a record of student thinking, they can become an activity devoid of any real thinking.

Oral reflection, whether as a whole class or group within the class, might sometimes be more useful. Alternatively, teachers could devote some time to questioning students about what they have recorded on their proformae and asking them for explanations. View Sample reflective questions and prompts (doc,30kb) for younger students and Designing reflective prompts (doc,33kb) for older students. Student-led and three-way conferences Student-led conferences in which students present their learning to their teacher and parents are an opportunity for students to formally reflect on the learning that has taken place over a period of time. The student, with teacher guidance, is the one who selects the work.

Use of rubrics Use of graphic organisers Specific Relevant. 10 ways to encourage student reflection… | What Ed Said. Split Screen Teaching Optimal learning occurs when students are active participants in their own learning, rather than passive recipients of teacher-delivered content. For this to be effective, students really need to think about their learning. I worked with a group of teachers recently who felt their young students were not capable of writing meaningful reflections for their end of semester reports. That might be true. But only if reflection and meta-cognition are not integral parts of the learning in their classes. How do we encourage students to think about their learning? 1. Guy Claxton calls this ‘split screen teaching.’ 2.

Stop thinking about how to teach the content. 3. Make sure you and your students know the purpose of every task and of how it will advance the learning. 4. Encourage students to plan how they will learn and to reflect on the learning process. 5. Make sure students have time to stop and think about why and how they learned, not just what. 6. 7. 8. 9. 10. Like this: