•As you reflect on this semester’s work, which of the Habits of Mind
were you most aware of in your own learnings?
•What metacognitive strategies did you use to monitor your perform-
ance of the Habits of Mind?
•Which Habit of Mind will you focus on as you begin our next
project?
•What insights have you gained as a result of employing these Habits
of Mind?
•As you think about your future, how might these Habits of Mind be
used as a guide in your life?
Logs and Journals
Logs and journals are another tool for student reflection. Periodically
ask students to reread their journals, comparing what they knew at the
beginning of a learning sequence with what they know now. Ask them to
select significant learnings, envision how they could apply these learn-
ings to future situations, and commit to an action plan to consciously
modify their behaviors.
Modeling Reflection
Students need to encounter reflective role models. Many teachers find
such models in novels in which the characters take a reflective stance as
they consider their actions. A variety of novels and films use the design ele-
ment of reflection as the way to tell a story. For example, in Marcel
Proust’s Swann’s Way, the main character is affected by the smell of a
“petite madeleine” that reminds him of his past. Proust uses this device to
dig into the character’s past. In Mem Fox’s Wilfrid Gordon McDonald
Partridge, Wilfrid discovers that life’s meaning can come from the retrieval
of powerful memories. The memories truly are given meaning, however,
through making them explicit to someone else.
Although fictional role modeling is useful, students also need to see
adults—parents, teachers, and administrators—reflect on their practice.
Perhaps you can offer an example from your own work. We offer here an
excerpt from Bena Kallick’s journal reflecting on a workshop session. She
sent her reflection to the workshop participants. Here’s the excerpt:
Learning Through Reflection 225