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Student Reflection on Performance Coupled with High Expectations from Teacher


What Is It?

  • Engaging students as active learners and sharing learning responsibility with students
  • Guiding learners to be aware of where they are in the learning process and where to go next
  • Creating opportunities for students to track their own learning progress against clear criteria and set goals for growth
  • Using a variety of activities to make reflection a concrete process in the classroom


Establish clear and rigorous learning criteria, scaffold support, and create specific opportunities for students to pause in the learning process and reflect on progress and next steps


Engage in opportunities to monitor their own learning against clear and rigorous learning criteria, considering both learning progress and goals for growth

Determine and articulate clear and rigorous learning criteria

Provide work models so students might compare their work

Plan multiple opportunities throughout the learning process (beginning, middle, end) for students to engage in reflection activities

Provide specific reflection prompts that encourage students to consider learning at a deep level

Use a variety of methods (verbal, written, surveys, tracking sheets) to engage students in reflection activities 





Why Does It Work?

"Effective learning is balanced with opportunities for REFLECTION. Too often, school is a process of stimulus-response.  The work 
cycle is: do it, turn it in, get your grade, forget it, and move on.  
But learning is greatly strengthened when children have time to 
look back on what they've learned, to digest and debrief, to 
recognize broader principles, to appreciate their accomplishments and understand how they overcame obstacles." 

                           From Best Practice: Bringing Standards to Life in America, pg. 15

                                               Steven Zemelman, Harvey "Smokey" Daniel, Arthur Hyde

Digital Tools That Work

Activities That Work