The term reflection <\/em>comes from 14th-century Middle English, an alteration of reflexion<\/em> from Late Latin reflexio<\/em>, the act of bending back. When leading a reflection workshop in real time, I begin with this brief experience, inviting participants to lean back or look backwards. The range of responses varies: I see something different, a new perspective, a pinch in my neck, deeper breathing, feeling out of balance, feeling in balance, a good stretch.<\/p>\n\n\n\n Rather than provide a definition of reflection, I turn to these words drawn from experience to surmise what may be at the core of \u201creflection.\u201d Reflection can then be explained as a way to see something from a different perspective, even with a little discomfort and feeling of imbalance, let us breathe more deeply, find balance anew and stretch in a myriad of ways<\/em>. Reflection is to be experienced, rather than defined by others. <\/p>\n\n\n\n Many of us rush through our days rarely pausing to make meaning from our experiences. For students, their experience with reflection may have felt adverse; it seemed forced, tedious, and they weren\u2019t sure what they were expected to answer. When presented in a prescriptive fashion and limited by means, method, and time, it\u2019s no surprise youth may wonder about the process and the purpose. <\/p>\n\n\n\n It\u2019s time to reclaim the word and concept with a fresh look and a reminder that we are inherently reflective beings. When do you catch yourself reflecting without effort or intention? What are your personal go-to ways to reflect? (Mine are when cooking, while listening to music, taking a walk, with a cup of tea and a friend.) Let\u2019s give opportunities for students to reflect in a similar manner, influencing them to choose <\/em>to reflect and discover the value. <\/p>\n\n\n\n I’ve designed a process below that you can follow with other educators and students, beginning with leaning back <\/em>or looking backwards<\/em>, <\/em>to gain a new lens on reflection. Let’s get started! <\/p>\n\n\n\n Ask each person to complete the sentence and then share responses. We all do better with a clarified purpose. Examples: <\/p>\n\n\n\n In small groups, students consider what reflection is<\/em> and is not<\/em> for 2-5 minutes. Have them make lists of responses. Create a master list from the group lists, without commentary. Read the list aloud, with students raising their hands to offer comments or to disagree which can lead to a robust discussion. Clarify the difference between summarizing and reflecting: if we only summarize, it is not reflective. Reflection includes the summary of what happened (because it differs for each person and is necessary to know what matters or what stands out to that person), plus the emotional reaction to the experience. Promote reflection as varied, non-judgmental, and providing insights. A discussion may ensue about how grading a ‘reflection’ can reduce honesty and have students write what they suspect a teacher wants to hear. Edit the list as needed. This experience is critical to reveal understandings, misconceptions, and biases as well as agreements about the process of reflection. Allow ample time for debriefing, typically six to ten minutes. One important response may be that reflection is personal and not always shared. I agree. <\/p>\n\n\n\n If you could reflect in any modality or form, what would you choose? Ask participants to come up with ideas in pairs or threes for just two minutes. Then collect the possibilities. How can ways to reflect draw upon their interests, skills, and talents? We can reflect with music, art, poetry, dance, and in silence. Consider all the astounding songs, prose and verse, paintings, and photos created in moments of reflection. Debrief with ideas galore!<\/p>\n\n\n\n Keep in mind that simply answering a teacher\u2019s questions on demand is not always an effective reflection. Nor does this approach mirror how we as adults reflect in our daily lives. If you like to reflect when you take a walk, consider inviting students to grab a partner and take ten minutes to walk and talk about what has been important in class. If your preference is to linger reflectively over a cup of coffee, surprise students with a tea setup in the cafeteria to see what happens. If you are using prompting questions, allow students to edit or replace your questions with something that will be more personal and meaningful. Have you considered letting students design the reflective process for the class? <\/p>\n\n\n\n I often suggest \u201cbe on the lookout for significant moments that call us to reflection.\u201d Are there signals that let us know a moment is significant? Discuss, \u201cHow do you know a moment is significant?\u201d with students. How about these clues:<\/p>\n\n\n\n These moments may prompt a person to want to reflect in a manner that suits that particular moment and best captures what is most meaningful. Add to the list of \u201cclues.\u201d <\/p>\n\n\n\n During this lively and highly interactive experience, students work in small groups to create a visual of a ‘reflective student’. This draws upon analytical and creative thinking in a fun, engaging interchange. Follow these easy steps: <\/p>\n\n\n\n Note:<\/strong> During their creative time, avoid interfering or making suggestions. Except! Remind students to all work simultaneously and<\/em> if they only give a reason for one foot, for example, remind them to come up with one for the other. <\/p>\n\n\n\n Check out an example of what a reflective CAS student could look like below.<\/p>\n\n\n\n To bring this process to a close, a discussion with students could revolve around these prompts: <\/p>\n\n\n\n Here are a few suggestions about discussions for the purpose of reflection. <\/p>\n\n\n\n As we collectively reveal the purpose and process of reflection, new and fresh possibilities emerge. When the value is clarified, then we know the time spent reflecting is worthwhile. <\/p>\n","protected":false},"author":325,"featured_media":13250,"template":"blog\/generic-blog-post-container.php","meta":{"_acf_changed":false},"categories":[313,428,427],"tags":[320],"coauthors":[412],"class_list":["post-11241","blog_post","type-blog_post","status-publish","has-post-thumbnail","hentry","category-cas","category-for-students","category-for-teaching-teams","tag-dp"],"acf":[],"yoast_head":"\n1. We reflect because?<\/h4>\n\n\n\n
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2. ‘Reflection is not…reflection is…’ activity<\/h4>\n\n\n\n
3. What are ways to reflect?<\/h4>\n\n\n\n
4. When is a good time to reflect?<\/h4>\n\n\n\n
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5. Build a reflective student<\/h4>\n\n\n\n
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<\/figure>\n<\/div><\/div><\/div>\n\n\n\n6. A reflective moment <\/h4>\n\n\n\n
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