Student Reflections As Part of Class Design
I previously blogged about the important of including reflections in education in Where is reflection in the learning process? This posts describes two ongoing strategies I use for student reflections for an undergraduate course I teach. These strategies are extremely easy to implement and provide such rich information both for the learners and me as the educator.
End of Class Reflections
At the end of each class session, students report in a verbal go-around, what the class session meant to them. They are asked to extract key and significant learnings. The video that follow was from our first class together that focused on building a learning community.
I view this as a verbal exit ticket. I see the power of the exit ticket especially in shorter class periods, but the verbal reflections permits the entire classroom community to hear one another’s responses. This method also allows me, as the teacher, to get immediate feedback about how the class went and which activities were the most powerful/significant for the students.
Class Reflections on Facebook
Each week (the class meets once a week), students post their reflections about the class onto a Facebook page set up for the course. They are also asked to respond to at least two other members. All students have Facebook pages so this increases ease of access.
The use of the end of class verbal go-arounds and the Facebook reflections allows for a community-based form of reflection. Not only do students get to personally reflect on and learn from the class activities, the community of learners get to learn about what others got from these experiences. This builds a sense of community and increases the potential learning of all students in the class as they get to discover what others have learned.