Purpose

To help students evaluate and extend understanding of
process, facts, concepts, or social interactions: most commonly used for showing
what you know

Process
Students reflect individually through
writing in journals, on sheets of paper, or in Reflection
Booklets.

Examples
P.M.I.

  • Describe a plus
  • Describe a minus
  • Describe something you found interesting

STOPLIGHT

  • Describe a green light (agree with)
  • Describe a yellow light (not sure about)
  • Describe a red light (don’t agree with)

SHAPES

  • List your squares (things that square w/your beliefs)
  • List your triangles (3 ideas to remember)
  • List your circles (questions circling your head)

ACTION PLAN

  • List key ideas (what was it about)
  • List your insights (what did you learn)
  • List your questions (what are you wondering)
  • List implications for action (what will you do)

THE ZONES

  • Comfort zone (what are you sure you know)
  • Learning zone (what do you not know well)
  • Twilight zone (what do you not understand at all)

Audience
Assessment

Teacher reads reflections.

Variations

  • Create booklets (or buy inexpensive journals). Use the booklets ritually to
    record one of the above reflections at the end a class period, day or week.
  • Read and write comments in booklets and return at the next meeting. Look for
    similar responses or questions among the reflections and bring the ideas back to
    the whole class.

Resources Needed
Paper (to make
booklets); construction paper (booklet covers)

Time
5 minutes

 

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