Following on from an earlier post focusing on reflection animosity in students preparing portfolios, I wanted to consider the role of reflection – before, during and after tasks. Oftentimes students collect sample tasks for a Student Portfolio and prepare reflective statements – this, in my experience, never ends well in terms of the students’ love for what we call reflection. In the following tweet, Stephen identifies an excellent solution. Thanks.
Embedding the reflection within the tasks, very explicitly, like in the Visible Thinking strategies, is the answer. Being less explicit in the post task reflection will most probably help as well. Last week, I heard a teacher explain to some students that the secret was to disguise the reflections within the task. I think this may be where we need to change our approach – embed reflective practice, but make it explicit. When portfolios require us to reflect, it can be a process of identifying those reflective parts of completed tasks, with a ‘Biscuit’ like inspection of our learning.