Reflection prompts students to analyze, evaluate, and synthesize information. It requires individuals to think critically about the concepts learned and how these ideas relate to their own experiences and perspectives. Reflection goes beyond surface-level understanding by encouraging students to delve deeper into the subject matter, helping them to make connections between different concepts and apply their learning in practical situations. Reflective activities encourage metacognition, which is the ability to think about one's own thinking processes. This self-awareness helps students become more effective learners by understanding how they learn best and where they may need to improve.
There are no accounts necessary to implement this practice.
Incorporating reflection activities into assignments requires careful design and consideration of the learning objectives. When done effectively, these activities contribute significantly to the overall educational experience for college students.
Remember to tailor reflection activities to the specific learning objectives and the nature of the course. The goal is to create opportunities for students to think deeply about the material, make connections, and actively engage in the learning process
Ask students to keep a reflective journal throughout the course. They can write about their understanding of concepts, their reactions to readings or lectures, and how the material relates to their personal experiences or future goals.
At the end of a class session, have students take one minute to write down the most important thing they learned or the most confusing concept. This quick reflection helps them consolidate their thoughts and provides feedback to the instructor.
Pose a question or present a scenario related to the lesson. Have students think about it individually, discuss it with a partner, and then share their thoughts with the class. This encourages collaborative reflection. (Think-Pair-Share)
Before leaving the class, ask students to write a brief response to a prompt or question related to the day's lesson. This can help gauge their understanding and provide insights for future lessons. (Exit tickets):
Have students create concept maps that visually represent the connections between various concepts learned in a unit or throughout the course. This activity promotes a visual representation of their understanding.
Facilitate a discussion where students engage in open-ended dialogue about a particular topic. Encourage them to reflect on their own perspectives, listen to others, and adjust their views based on the discussion.
Throughout the week or unit, ask students to maintain a learning log where they record questions, insights, and connections to the material. This ongoing reflection can help them see their progression over time.
Create stations around the classroom with different prompts or questions related to the lesson. Students move from station to station, reflecting on and responding to each prompt. This allows for diverse perspectives and a dynamic learning environment.
After completing a project or assignment, have students engage in peer reviews. They can reflect on their own work and provide constructive feedback to their peers, fostering a culture of collaboration and continuous improvement.
Ask students to take on the role of the instructor and explain a concept or idea to their classmates. This not only reinforces their own understanding but also provides insights into common misconceptions among their peers.
Present real-world scenarios or case studies relevant to the course content. Have students analyze the situations, discuss possible solutions, and reflect on the implications of different choices.
After a lecture, provide time for students to reflect on the key points, questions that arose, and connections to previous knowledge. This can be done individually or in small groups.
A benefit of assigning reflective activities is that you can see, firsthand, if students are able to connect concepts to previous content in your class or to their personal life. You should notice that learners are able to articulate their connections to and understanding of course content more easily with ongoing practice.
A recent meta-analysis of 23 studies of interventions with college-aged students suggests reflective activities are beneficial (Guo, 2022). Additionally, it is recommended to include reflective activities for college students to help them learn about self-regulation, self-checks related to their own levels of understanding in classes, and to be aware of their progress on class/homework (Hensley & Cutshall, 2018).
References
Guo, L. (2022). How should reflection be supported in higher education? A meta-analysis of reflection interventions. Reflective Practices, 23(1), 118-146. https://doi.org/10.1080/1462943.2021.1995856
Hensley, L. C., & Cutshall, J. L. (2018). Procrastinating in college: Students’ readiness and resistance to change. Journal of College Student Development, 59(4), 498-504. https://doi.org/10.10353/csd.2018.0047
About the Invited Expert
Jane Roitsch, PhD, CCC-SLP, MBA. Dr. Roitsch first joined the UNK faculty as an adjunct instructor in 2012. She earned her doctorate at Old Dominion in 2018 and accepted a position as an Assistant Professor at UNK in the Communication Disorders program in 2022. Dr. Roitsch teaches classes including Global Healthcare Literacy, Survey of Communication Disorders, Speech & Hearing Science, Articulation Disorders, Anatomy-Physiology of Speech Pathology, Diagnostic Methods, Voice and Voice Disorders, and Motor Speech Disorders. Her research interests relate to cognitive processing, critical thinking and executive functions in the training of healthcare professionals.
