Thursday’s Tip: Helping Students Learn Through Reflection

River reflection day

As teachers, we value the time for reflection, but how do we teach our students the value of reflection?   Each day our classroom is filled with learning experiences.  Our students need time to reflect on their work as an individual and as a group.  This reflection will help them transfer life skills beyond the walls of the classroom.

There are many ways we can help students reflect.  One way to promote deep reflection is in the questions we ask.  Here is a list of tips to help create reflective questions:

  • Begin your questions with a positive presupposition-As you reflect, when you planned your project etc.  These stems presume that as a learner is reflective, did plan etc.
  • Use tentative language to open up thinking-How might, What are some things etc.  Tentative language makes the questions less threatening. Tentative language lets students know there is more than one correct answer.
  • Use verbs that access high cognitive process levels-As you compare this experience to a past one,  If you were the audience member, (another perspective) Asking questions from the higher levels of Bloom’s Taxonomy gives students opportunities to process, think, and create deep answer.
  • Ask question with intention to explore thinking or specify thinking

Students love to be published and often times are more motivated when using electronic tools for reflection.  Here is a short list of tools you might use to assist students with reflecting:

Carmen Marty, Terri Brines, & Brooke Higgins are eMINTS Instructional Specialists and Cognitive Coaching/eMINTS Agency Trainers. For more information about Cognitive Coaching and related seminars visit the eMINTS National Center events page.

Tanakawho (Photographer). (2007). River Reflection Day. [Web]. Retrieved from