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Scaffolding Student Reflections + Sample Questions

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We might all agree that reflection is a powerful tool but how can we help students to reflect in the classroom. Of course reflection should be a component that builds onto knowledge they have acquired throughout the lesson. So why is reflection so important?

Benefits of Reflection

• Significance : It allows students to see the importance of their own learning process.
• Process Recognition: Students can identify what they did well, what they failed at, what they need to change.
• Solutions/Strategies: Provides students an opportunities to come up with solutions and strategies to improve on their learning.
• Motivation: Reflection provides students with motivation to learn and enjoy the process of learning. This motivation comes from them reflecting on their thoughts, feelings and emotions. 
• Analysis : The most important benefit of reflection in the classroom is for students to be able to know *why* they needed to learn these concepts, theories, and ideas.
• LEARNING WON'T BE CONTENT DRIVEN: It's important for students to know "how" to learn and how to continue to be learners. Memorizing content will not help students become critical thinkers. Critical thinking stems from pausing, reflecting, and knowing "how" and "why" learning should be happening at that moment. 

Levels of Scaffolding to Help Students Reflect

When we practice reflection in my classroom I try a process of scaffolding to help students understand the learning process. This provides an opportunity for iteration for myself as well as the students. The scaffolding of students reflection allows students to see the learning process holistically. 

Level One: The Student Before Learning

The student comes with his/her prior knowledge, preference, assumptions, bias, feelings about a topic/subject. At this level, we should work closely with students to understand all of these complex feelings. As teachers, this knowledge for us would help us understand the pathway the student uses throughout their learning process. In other words, we will empathize more with them knowing these feelings, thoughts and ideas. For students, it will allow them to speak/write openly about their feelings, thoughts and ideas. This provides a basis for their reflection of their learning.

Level Two: The Student While Learning

The questions here provide an opportunity to scaffold reflections about the teacher's pedagogical style to teach that particular lesson. Students will provide their thoughts and ideas on "how" they're learning, which informs "how" we're teaching. Here is where the teacher becomes once again the learner and tries to navigate, change, iterate teaching techniques and strategies to best help the students. 

For the student, this level of reflection allows them become familiar with how they learn, what they're comfortable with, and what they would change in the process of their learning.

Level Three: The Student After Learning

Here is where this level of reflection is able to guide the student to "analyze" what they learned and "why" it was important to learn. Reflecting on the significance of what they learned is vital in helping students see the relevance in our lessons. 

Relevance=motivation

Level Tour: The Student Going Forward

For this level of reflection, students will synthesize their learning. They will be able to take what they learned and apply it elsewhere. Here is where they take the prior reflection on the relevance of the lesson and try to make sense of it to be applied in different scenarios. While most of these levels help students to think critically, level four students will be applying strong critical thinking skills to their reflections as they will be reflecting on their learning process as a whole. 

What To Do With These Reflections? 

• Use them to provide feedback for students
• Use them for peer feedback
• Use them to understand and inform teaching strategies and pedagogy in the classroom (student evaluating teacher)
• Digital portfolios
• Class discussions
• Online discussions, community posts, chats as a class

Here is a sample of questions based on the 4 levels mentioned above.

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80 Learning Reflection Questions for Students

By Med Kharbach, PhD | Last Update: September 7, 2024

Reflection questions are an important way to boost students’ engagement and enhance their learning. You can use them to encourage students to ponder their experiences, understandings, and feelings about what they’ve learned, their future goals, and many more. In this post, I’ll share a wide variety of reflection questions to use in your class.

What are Reflection Questions?

Before we define reflection questions, let’s first discuss what reflection is. Citing ASCD, Purdue defines reflection as “a process where students describe their learning, how it changed, and how it might relate to future learning experiences”.

Based on this definition, reflection questions, are tools that prompt introspection and critical thinking. They empower students to questions their acquired knowledge and transform their experiences into meaningful understandings and personal growth. But this isn’t just based on my personal experience – research supports the idea that reflection plays a critical role in the learning process.

Studies show that when students pause to reflect on their learning journey—assessing their understanding, evaluating their performance, setting future goals, and analyzing their group work—it leads to increased self-awareness , responsibility for learning, and improved academic performance.

Importance of Reflection Questions in Learning

Reflection is an integral part of the learning process, and its importance for students cannot be overstated. It acts as a bridge between experiences and learning, transforming information into meaningful knowledge.

However, as Bailey and Rehman reported in the Harvard Business Review, to reap the benefits of reflection, one needs to make the act of reflecting a habit. You need to incorporate it in your daily practice and use both forms reflection in action (while being engaged in doing the action) and reflection on action (after the action has taken place).

The following are some of the benefits of integrating reflection questions in learning:

1. Boosts Self-Awareness

Reflection encourages students to think deeply about their own learning process. It prompts them to ask themselves questions about what they’ve learned, how they’ve learned it, and what it means to them.

This practice cultivates self-awareness, making students more conscious of their learning strengths, weaknesses, styles, and preferences. As students better understand their unique learning journey, they become more equipped to tailor their learning strategies in ways that work best for them.

2. Fosters Responsibility for Learning

When students reflect on their learning, they are actively involved in the process of their own education. This involvement fosters a sense of ownership and r esponsibility . It transforms students from passive recipients of knowledge to active participants in their learning journey. They start to recognize that the onus of learning lies with them, making them more committed and proactive learners.

3. Promotes Personal Growth

Reflection is not only about academic growth; it’s also about personal and professional development . When students reflect, they evaluate their actions, decisions, and behaviors, along with their learning.

This helps them identify not only what they need to learn but also what they need to do differently. They gain insights into their personal growth, such as improving their time management, being more collaborative, or handling stress better. This promotes the development of life skills that are crucial for their future.

4. Enhances Critical Thinking

Reflection also enhances critical thinking skills. When students reflect, they analyze their learning experiences, break them down, compare them, and draw conclusions. This practice of critical analysis helps them embrace a questioning attitude and therefore fosters the development of their critical thinking abilities.

5. Facilitates Continuous Improvement

Reflection is a self-regulatory practice that helps students identify areas of improvement. By reflecting on what worked, what didn’t, and why, students can pinpoint the areas they need to focus on. This paves the way for continuous improvement , helping them to become lifelong learners.

Tips to Incorporate reflection questions in your teaching

Here are few tips to help you integrate reflection questions in your teaching:

1. Incorporating Reflection Questions into Lessons

• Introduce at the End of a Lesson: One of the most common times to use reflection questions is at the end of a lesson. This helps students to review and consolidate the key concepts they have just learned. For example, you might ask, “What was the most important thing you learned today?” or “What questions do you still have about the topic?”
• Use in Class Discussions: You can also incorporate reflection questions into your classroom discussions to foster a deeper understanding of the topics at hand. These questions can push students to think beyond the surface level and engage with the material in a more meaningful way.
• Incorporate in Assignments: Reflection questions can be included as part of homework assignments or projects. For instance, after a group project, you could ask, “How did your team work together?” or “What role did you play in the group, and how did it contribute to the final outcome?”

2. Choosing the Right Time to Use Reflection Questions

• After Lessons: As mentioned above, reflection questions can be highly effective when used immediately after a lesson. This is when the information is still fresh in students’ minds, and they can easily connect the concepts they’ve learned.
• End of the School Day: At the end of the school day, reflection questions can help students recall what they’ve learned across different subjects. This can help in connecting concepts across disciplines and promote broader understanding.
• After a Project or Unit: When a project, assignment, or unit is completed, reflection questions can help students consider their performance, what they learned, what challenges they faced, and how they overcame those challenges. It’s an opportunity for them to recognize their growth over time and understand how they can improve in the future.
• During Parent-Teacher Conferences: Reflection questions can also be useful during parent-teacher conferences. Teachers can share these reflections with parents to provide them with insights into their child’s learning process, strengths, and areas of improvement.

Reflection Questions for Understanding Concepts

• What was the most important thing you learned in today’s lesson?
• Can you summarize the main idea or theme of the lesson in your own words?
• Was there anything you found confusing or difficult to understand? If so, what?
• How does this concept relate to what we learned previously? Can you draw connections?
• How would you explain this concept to a friend who missed the lesson?
• What were the key points or steps in today’s lesson that helped you understand the concept?
• If you could ask the teacher one question about today’s lesson, what would it be?
• Can you provide an example of how this concept applies in real life?
• Did today’s lesson change your perspective or understanding about the topic? If so, how?
• What strategies or methods did you find helpful in understanding today’s lesson?

Reflection Questions for Self-Assessment

• What was the most challenging part of the lesson/project for you, and how did you overcome that challenge?
• What are some strengths you utilized in today’s lesson/project?
• Are there any areas you think you could have done better in? What are they?
• Did you meet your learning goals for today’s lesson/project? Why or why not?
• What is something you’re proud of in your work today?
• What learning strategies did you use today, and how effective were they?
• If you were to do this lesson/project again, what would you do differently?
• What steps did you take to stay organized and manage your time effectively during the lesson/project?
• How well did you collaborate with others (if applicable) in today’s lesson/project?
• On a scale of 1-10, how would you rate your effort on this lesson/project, and why?

Reflection Questions for Group Work and Collaboration

• What role did you play in your group, and how did it contribute to the project’s outcome?
• What were the strengths of your group? How did these strengths contribute to the completion of the project?
• Were there any challenges your group faced? How were they resolved?
• What did you learn from your group members during this project?
• If you could change one thing about the way your group worked together, what would it be and why?
• How did your group make decisions? Was this method effective?
• What was the most valuable contribution you made to the group project?
• What is one thing you would do differently in future group work?
• Did everyone in your group contribute equally? If not, how did this impact the group dynamics and the final product?
• What skills did you use during group work, and how can you further improve these skills for future collaboration?

Reflection Questions for Goal Setting

• Based on your recent performance, what is one learning goal you would like to set for the next lesson/unit/project?
• What specific steps will you take to achieve this goal?
• What resources or support do you think you will need to reach your goal?
• How will you know when you have achieved this goal? What will success look like?
• What is one thing you could improve in the next lesson/unit/project?
• What skills would you like to improve or develop in the next term?
• What learning strategies do you plan to use in future lessons to help you understand the material better?
• How do you plan to improve your collaboration with others (if applicable) in future projects or group tasks?
• How can you better manage your time or stay organized in future lessons/projects?
• How can you apply what you’ve learned in this lesson/unit/project to future lessons or real-world situations?

Reflection Questions for Students After a Project

• What part of this project did you enjoy the most, and why?
• What challenges did you face during this project, and how did you overcome them?
• If you were to do this project again, what would you do differently?
• What skills did you utilize for this project?
• How does this project connect to what you’ve previously learned?

Reflection Questions Related to Application of Knowledge

• How did you apply what you learned to solve a real-world problem?
• In what ways did prior knowledge help you complete this task or project?
• How did you adapt your knowledge to a new or unfamiliar situation?
• What connections did you make between different subjects or concepts?
• How did applying your knowledge enhance your understanding of the topic?
• What challenges did you face when trying to apply what you learned?
• How did your knowledge evolve as you worked through this task or experience?
• In what ways did applying your knowledge help you think more critically or creatively?
• How can you apply this knowledge in future situations, both inside and outside the classroom?
• How did applying your knowledge deepen your appreciation for the subject matter?

Reflection Questions Related to Critical Thinking and Problem Solving

• What steps did you take to analyze the problem before finding a solution?
• How did you evaluate different perspectives or approaches to the problem?
• What assumptions did you make while solving the problem, and were they valid?
• How did you prioritize tasks or information when addressing the issue?
• What strategies did you use to overcome challenges or obstacles during the process?
• How did you determine the effectiveness of your solution?
• What alternative solutions did you consider, and why did you choose the one you implemented?
• How did you use evidence or data to support your reasoning?
• In what ways did solving this problem help improve your critical thinking skills?
• What would you do differently if you encountered a similar problem in the future?

Reflection Questions for Students at the End of the Year

• What is the most significant thing you’ve learned this year?
• Which areas have you seen the most growth in?
• What was the most challenging part of the year for you, and how did you overcome it?
• What are your learning goals for the next school year?
• How have you changed as a learner over this school year?

Reflection Questions for Students After a Test

• How well do you feel you prepared for the test?
• What part of the test did you find most challenging and why?
• Based on your performance, what areas do you need to focus on for future tests?
• How did you handle the stress or pressure of the test?
• What will you do differently to prepare for the next test?

Reflection Questions for Students After a Unit

• What was the most important concept you learned in this unit?
• How can you apply the knowledge from this unit to other subjects or real-life situations?
• Were there any concepts in this unit you found confusing or difficult?
• How does this unit connect to the overall course objectives?
• What strategies helped you learn the material in this unit?

Reflection Questions for Students After Reading

• What is the main idea or theme of the text?
• How do the characters or events in the text relate to your own experiences?
• What questions do you have after reading the text?
• How has this reading changed your perspective on the topic?
• What part of the text resonated with you the most, and why?

Reflection Questions for Students After a Semester

• What are three significant things you’ve learned this semester?
• What strategies did you use to stay organized and manage your time effectively?
• How have you grown personally and academically this semester?
• What challenges did you face this semester, and how did you overcome them?
• What are your goals for the next semester?

Reflection Questions Related to Feedback and Improvement

• How did you feel about the feedback you received, and why?
• What specific actions did you take based on the feedback?
• How did the feedback help you see areas where you can improve?
• Were there any aspects of the feedback that surprised you? Why or why not?
• How did you prioritize the suggestions for improvement in your work?
• What strategies did you use to implement the feedback in your next steps?
• How has receiving feedback influenced your approach to similar tasks in the future?
• How do you ensure that you understand feedback clearly before acting on it?
• What steps can you take to seek more constructive feedback in the future?
• How do you track your progress in areas where you’ve received suggestions for improvement?

Final thoughts

Circling back to the heart of this post, reflection questions are undeniably a potent catalyst for meaningful learning. They are more than just queries thrown at the end of a lesson; they are introspective prompts that nudge learners to weave together the tapestry of their educational journey with threads of self-awareness, critical analysis, and personal growth. It’s through these questions that students can reflect on their academic canvas and begin to paint a picture of who they are and who they aspire to be in this ever-evolving world of knowledge.

References and Further Readings

Sources cited in the post:

• Driving Continuous Improvement through Reflective Practice, stireducation.org
• Practice-based and Reflective Learning, https://libguides.reading.ac.uk/
• Don’t underestimate the Power of Self-reflection, https://hbr.org/
• Reflective Practice, https://le.unimelb.edu.au/
• Reflection in Learning, https://files.eric.ed.gov/fulltext/EJ1210944.pdf
• The purpose of Reflection, https://www.cla.purdue.edu/
• Self-reflection and Academic Performance: Is There A Relationship, https://www.ncbi.nlm.nih.gov/
• Reflection and Self-awareness, https://academic.oup.com/

Related: The 8 Elements of Critical Thinking

Further Readings

A. Books on reflective learning

• Brockbank, A., & McGill, I. (2007). “ Facilitating Reflective Learning in Higher Education “. McGraw-Hill Education.
• Dewey, J. (1933). “ How We Think “.
• Moon, J. A. (2013). Reflection in Learning and Professional Development .
• Schön, D. A. (1983). “ The Reflective Practitioner: How Professionals Think in Action “. Basic Books.
• Gibbs, G. (1988). “ Learning by Doing: A Guide to Teaching and Learning Methods “. FEU.
• Boud, D., Keogh, R., & Walker, D. (1985). “Promoting Reflection in Learning: A Model”. In Reflection: Turning Experience into Learning . Kogan Page.
• Kolb, D. A. (1984). “ Experiential Learning: Experience as the Source of Learning and Development “. Prentice-Hall.
• Rolheiser, C., Bower, B., & Stevahn, L. (2000). “ The Portfolio Organizer: Succeeding with Portfolios in Your Classroom “. Association for Supervision and Curriculum Development.

B. Peer-reviewed journal articles

• Rusche, S. N., & Jason, K. (2011). “You Have to Absorb Yourself in It”: Using Inquiry and Reflection to Promote Student Learning and Self-knowledge. Teaching Sociology, 39(4), 338–353. http://www.jstor.org/stable/41308965
• Ciardiello, A. V. (1993). Training Students to Ask Reflective Questions. The Clearing House, 66(5), 312–314. http://www.jstor.org/stable/30188906
• Lee, Y., & Kinzie, M. B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40(6), 857–874. http://www.jstor.org/stable/43575388
• Gunderson, A. (2017). The Well-Crafted Question: Inspiring Students To Connect, Create And Think Critically. American Music Teacher, 66(5), 14–18. https://www.jstor.org/stable/26387562
• Grossman, R. (2009). STRUCTURES FOR FACILITATING STUDENT REFLECTION. College Teaching, 57(1), 15–22. http://www.jstor.org/stable/25763356
• Holden, R., Lawless, A., & Rae, J. (2016). From reflective learning to reflective practice: assessing transfer. Studies in Higher Education, 43(7), pages 1172-1183. Jacobs, Steven MN, MA Ed, RN. Reflective learning, reflective practice. Nursing 46(5):p 62-64, May 2016. | DOI: 10.1097/01.NURSE.0000482278.79660.f2
• Thompson, G, Pilgrim, A., Oliver, K. (2006). Self-assessment and Reflective Learning for First-year University Geography Students: A Simple Guide or Simply Misguided?. Journal of Geography in Higher Education, Pages 403-420. https://doi.org/10.1080/03098260500290959
• Kember, D., McKay, J., Sinclair, K., & Kam, F. Y. (2008). “A Four-Category Scheme for Coding and Assessing the Level of Reflection in Written Work”. Assessment & Evaluation in Higher Education.

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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