INSIGHT TO REFLECTION STRATEGIES

REFLECTIONS TYPES IN CLASSROOMS

Reflection is the heart of learning.  It is well understood that until the brain recalls and reviews the learnt fact, actual process of thinking and learning does not happen.   How does reflection generally happen?

• Can you reflect on what we have learnt?
• Can you recall on the aspects we have gone through?
• What do you think about this process?
• Design your own idea about the procedures we have reviewed?

These are some of the questions routinely asked to go through the level of learning that has happened inside the classroom.  Uniform learning is scientifically proven false, so is the uniform input of subject concept in classrooms.  Then, how can reflection be adapted to encompass all the non-uniformity inside our classrooms?

Design of reflection strategies based on the students, the lesson and the teacher is very important to achieve its projected outcome or MLLs (minimum learning levels).  Design of varied strategies within classroom space will be both personnel and time constraint philosophy.  Hence, reflection strategies must be based on the environment which is easily adaptable and accountable for most learners.  This includes catering to the types of learners – auditory, visual and kinaesthetic within the classroom conditions.  The lesson or the concept flow need to be taken into consideration while designing the reflection process.  The lesson or concept can be interlinked to any other aid which was previously taught or seen.  The general flow can be as follows.

There are various reflection strategies which are compatible for various lessons.  A pattern of its adaptability can be derived from the given table below.

Some common reflection techniques that can be used based on the subject under consideration:

• Picture based analysis

a.       What does this picture depict?

b.      What inference do you get from the given picture?

c.       Write a story based on the given picture?

d.      Observe and critically review the artistic, cultural and geographical elements of the picture.

e.      How does this picture stand different from the process or culture followed today?

f.        What does this picture tell about the society of the period under consideration?

• Projects

a.       Hypothetical statements and their validity

b.      Questionnaire and their analytical results

c.       Statistical analysis of business data and communication

d.      Society, development and its impact on environment

e.      Scope for socio-economic development of the region

f.        Industrialisation and effect on nature

3.      

• Technical 

a.       Social media Collaboration – Comments on updates, image, video or discussions

b.      Online testing and analysis

c.       Presentations

d.      Classroom Response systems

e.      School podcasts and video channels

f.        Extensions to design and building in technology.

Understandably, teacher recognition of all possible strategies and its implementation will consume a lot of positive engagement from them.  However, planning with proper scheme will benefit learner with positive learning.  Reflection when merely reduced to ‘class tests’ provide no scope for challenge or engagement.  This results in monotony and redundancy in student tendencies towards learning.  Reflection should show case the actual priorities for the application of the learnt.  Mere question and answer type of reflection may be beneficial to a select few, leaving a large gap in the learning outcomes. 

Reflection is not only for reiterating the learnt but also to provide thinking cues to extend the topic for further learning.  Reflection when designed with the right insight kindles interest and ability to extrapolate it to career building skills.   21^st century skill building is more to focus on reflection strategies than the classroom delivery process to build a future ready citizen of the globe.