You might also consider reading student journals and noting how stu-
dent reflections are developing. Keep a record for each student with notes
about whether the student has moved from superficial to in-depth reflec-
tions. Indicators of in-depth reflections include making specific reference
to the learning event, providing examples and elaboration, making con-
nections to other learning, and discussing modifications based on insights
from this experience.
Developing the Habits of Mind related to continuous growth and
improvement requires the capacity to be self-reflective. As students reflect
on their learning, they gain important assessment information about how
they perceive the efficacy of their thinking.
Many of us grow up thinking of mistakes as bad, viewing errors as
evidence of fundamental incapacity. This negative thinking pattern
can create a self-fulfilling prophecy, which undermines the learning
process. To maximize our learning it is essential to ask: “How can
we get the most from every mistake we make?”
—Michael Gelb and Tony BuzanReference
Feuerstein, R., Rand, Y., Hoffman, M., & Miller, R. (1980). Instrumental enrich-
ment: An intervention program for cognitive modifiability. Baltimore, MD: Uni-
versity Park Press.
Learning Through Reflection 235