Introduction
Reflection helps students not only to
remember
but
also
to
actively
participate in the learning experience.
Reflection is thinking about the ways
new learning fits into what we already
know. It allows us to make connections
between new learning and previous
experiences.
Students must interact
with
new
information:
making
observations, asking questions, and
comparing their understandings with those posed by others. Reflective
activities in the classroom help to make thinking visible, enabling students
to learn from one another and to gain greater insights into their own
thinking and learning processes.
Reflection needs to focus on the knowledge and understanding that
has been gained from a learning experience as well as the processes that
were utilized to gain this knowledge. In other words, students reflect on
what they learnt as well as how they investigated, communicated
and/or participated in pair, small group or whole class contexts to
access this learning.
Reflection also has a future focus. Students ask the questions:

where do I now go with this learning? and

in what new contexts can my learning be applied?
The reflective thinking activities collated in this collection strives to
address all of these elements of the reflection process. They are not
particular to any age group and can be used across the curriculum range.
The aim of this collection is to provide scaffolding for teachers to allow
students to engage in this essential element of their learning. It is hoped
that they open doors to insightful and meaningful reflection.
John Meneely
Education Officer: Religious Education
It was easy to …
I don’t like to …
It was hard to …
I can improve my learning by …
I have learnt …
I need to work on …
I learn best when …
I feel … because …
I am still confused about …
I am proud of …
I need help with …
I like to …
I am good at … because …
I prefer to …
The most important thing I have learnt …
Next time I do this I will …
What have you learnt?
What did you do well? How did you do this?
What helps you to learn? Why?
What do you need to improve?
How did you do this?
What did you do well?
What do you need to do to help you learn?
What are you good at?
If you were the teacher, what would you have
done differently?
What are you proud of? Why?
What do you think of your work? Why?
What still puzzles you?
What would you do differently next time?
How do you feel now? Why?
How do you know that you are learning?
Who helps you to learn? How?
What questions do you have about what we
have done?
Learning Logs
Learning logs are journals in which students record personal responses,
queries, feelings, changing ideas, thoughts and knowledge about the
processes and content of their learning.
Learning log entries involve students in identifying, analysing and reflecting on aspects
of their learning rather than simply recounting or describing the learning experience or
activity.
Learning logs can be open-ended or guided. Teachers may need to provide questions
that will help the students clarify their thinking and help them form their written
reflections:
Unfinished Sentences
This strategy can be incorporated into all reflection strategies. It involves asking
unfinished sentences that participants can complete. You can add specific content that
you want the students to reflect upon. Here is a sample list to get you started.
• I learned…
• I discovered…
• I was surprised…
• I was moved by…
• I felt…
• I wonder about...
• I need to know more about...
• I was reminded that…
• I’m excited by…
• I’m challenged by… or challenged to…
• I need to remember… or remember to…
Reflection Questions/Learning Journal
Create a worksheet or journal page (with room for writing) that includes the following
information:
To reflect on what you have learned, identify the insights you have gained
and how you can apply this to your life.
• Insights (What I’ve Learned)
• Applications (How I’ll Use What I’ve Learned)
• Questions (What I Need to Learn or Explore Further)
Here’s an example of a Learning Log:
Design a Liturgy Learning Log
Name: _________________________
Date: __________________
In designing this liturgy, I learnt …
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I think that I worked…
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I enjoyed … (because)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I didn’t enjoy… (because)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I was comfortable with …
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I had difficulty with …
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I worked best when …
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I could have improved my work by …
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
My goals for the next topic are …
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________ ________________________
Name: _________________________________
Date: _____________________
Topic: __________________________________
The three best things about my work are:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
The most important thing/s I learned was/were:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
One thing that surprised me:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
My work could have been better if:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Teacher’s Comment:
_________________________________________________________________
_________________________________________________________________
ING AT MY WORK
Name: _______________________
Date: _______________________
Look
Look
Look
at my learning
ahead
at my thinking
I know …
I plan to …
I think …
I learnt …
I want to …
I wonder …
I liked …
I could …
My question is …
I can …
I’d like to …
I remember …
It was hard …
I need to …
I choose …
A mind map is a diagram used to represent words, ideas or images around a central key
word or idea. To make a mind map, one starts in the centre of the page with the topic
or main idea and works outwards in all directions using key words and key images.
Using mind maps for reflection
A good way to use mind maps as part of the reflection process is to introduce a class
map at the beginning of the unit.

Make a mind map large enough to allow your class to see. As you explain what will
be covered , the class can follow along on the map.

As you teach the unit, you can add additional information. Include information
about the skills the students will be developing.

At the conclusion of the unit or learning sequence, students are given a map
template and asked to record their learnings and their perceptions. Guiding
questions could be given but these should not inhibit the student’s freedom to
express their reflections.
Here’s an example:
ambo
We worked
in pairs
tabernacle
sacristy
We were given
a map to follow
tabernacle
Visit to the local Church
Stations of the
cross
We could be
tour leaders for
a younger
grade
Look up Google
for information
on Cathedral
design
We could look
at other
churches &
compare
We could
design our
own church
I wonder what the
red lamp is for.
Allowed to
explore on our
own
I enjoyed finding
the ‘mystery
objects’
I wonder who opens
and locks up the
church
Invite Father to
explain things
in the Church
I wonder why some
churches have
kneelers and ours
doesn’t
I wonder why our
Cathedral has a very
high ceiling
Consider: What did I learn? How did I learn?
What questions do I have about my learning?
What can I do with this learning?
Consider: What did I learn? How did I learn?
What questions do I have about my learning?
What can I do with this learning?
Name: _______________________________
Group Name: __________________________
The answer is _________________________________
Write at least three questions:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
The answer is _________________________________
Write at least three questions:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
The answer is _________________________________
Write at least three questions:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Thinking
About Thinking
Thinking
About Thinking
Name:: ______________________________
Name:: ______________________________
Activity: ____________________________
Activity: ____________________________
Do you remember it?
Do you remember it?
Could you teach it
Could you teach it
to someone else?
to someone else?
Do you know why
Do you know why
you should use it?
you should use it?
When I could use it another time:
When I could use it another time:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Thinking
About Thinking
Thinking
About Thinking
Name:: ______________________________
Name:: ______________________________
Activity: ____________________________
Activity: ____________________________
Do you remember it?
Do you remember it?
Could you teach it
Could you teach it
to someone else?
to someone else?
Do you know why
Do you know why
you should use it?
you should use it?
When I could use it another time:
When I could use it another time:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Name: ____________________________
Date
Topic
What I plan to do
What I did
What next
Reflections

Here are the goals for our learning sequence

Colour each medal gold, silver or bronze to show how you think you went towards
achieving each goal.
HINT: You can use a yellow pencil for the gold medal, a lead pencil for the gold
medal and a brown pencil for the gold medal.
Goal One:
Goal Three:
Goal Two:
I think I deserve a _______________
medal because
______________________________
______________________________
______________________________
______________________________
______________________________
I think I deserve a _______________
medal because
______________________________
______________________________
______________________________
______________________________
______________________________
I think I deserve a
_______________ medal because
____________________________
____________________________
____________________________
____________________________
____________________________

Here are the goals for our learning sequence

Colour each medal gold, silver or bronze to show how you think you went towards
achieving each goal.
HINT: You can use a yellow pencil for the gold medal, a lead pencil for the gold
medal and a brown pencil for the gold medal.
Goal One:
Goal Three:
Identify and prioritize four belief
statements chosen from the
Kid’s Creed
Find the twelve belief
statements contained within the
Apostle’s Creed
Goal Two:
Complete a 5 W&H Chart about
the Apostles Creed
I think I deserve a _______________
medal because
______________________________
______________________________
______________________________
______________________________
______________________________
What is it?
Who wrote it?
When was it written?
Where was it written?
Why was it written?
How do Christians put the creed into
action in their everyday lives?
I think I deserve a _______________
medal because
______________________________
______________________________
______________________________
______________________________
______________________________
I think I deserve a
_______________ medal because
____________________________
____________________________
____________________________
____________________________
____________________________
Name: _________________________________
Date: ________________________
Topic: _________________________________
Rate your work against the following criteria:
Low
Medium
High
Attitude
Work with others
Use of time
Use of resources
Thinking
Creativity
One thing I learnt about my work habits:
_________________________________________________________________
________________________________________________________________
Teacher Comments:
_________________________________________________________________
_________________________________________________________________
Mrs. Potter’s
Questions
 What were you expected to
do?
 In this task, what did you do
well?
 If you had to do this task
over, what would you do
differently?
 What do you need to do
next?
Use the questions in the left column to prompt your reflections.
Record your reflections in the spaces on the right.
Looking back
What did you do?
What could you improve?
Questions
What questions have you asked?
What questions do you still have?
Pull it apart
What helped your learning?
What challenged you?
Make connections
What did you learn to do better?
What sort of thinking helped you?
Make judgements
My progress was …
I feel…
ACTION CONTRACT
I would like to improve
___________________________________________________________
___________________________________________________________
___________________________________________________________
because
___________________________________________________________
___________________________________________________________
___________________________________________________________
I will try to do this by
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Name _______________________________
Signed ______________________________
Teacher’s Signature _________________________
Date _______________________
Predict ; What might I discover, find or learn?
Observe: What did I learn? How did I learn?
Wow: What was good about my learning?
Woe: What could have been better? How can I improve my learning?
Computer Collage
Students make a picture collage using images from the
internet, and words using Microsoft Word Art or other
programs such as PowerPoint or Publisher (depending on
their level of expertise).
Students should be asked to create a collage that
represents what they believe to be the key learnings from
the inquiry.
Teachers have noted the added engagement level brought about by the use of a range of ICT
applications and the exploratory aspect of this activity. Noted also is the breadth of student
understanding that is demonstrated in response to the open-ended nature of the activity.
Variations:
-
Digital photos can be used to highlight the learning process. A “roaming”
digital camera can record key elements of the activity/ies.
This activity can also be done using magazines and newspapers but the
diversity of images available on the internet provides greater scope for
depth of thought at this stage of the inquiry
Graffiti Carousel
The teacher writes a number of questions or topics on large pieces of
butcher paper. The pieces of paper are spread around the room with
plenty of room to allow several students to work on a piece of paper.
At the teacher’s signal, students freely move to one of the pieces of
paper. Each student reflects on the topic and records ideas (in words,
phrases, pictures, symbols etc). Many students can be recording ideas at
the same time on the same sheet of paper.
On the teacher’s signal, students move to another piece of paper, reflect on the topic and record any
ideas or responses they have. The process of moving continues until students have had the
opportunity to visit every piece of paper.
Ask them to stop at the last piece of paper, to work there as a group and to put together a summary
of all the ideas and arrange for one of the students in each
group to report back to the class.
Students (individually or in groups) are given time to use the
ideas for their own reflection. This activity can be a valuable
scaffold to help students reflect individually, by first
stimulating and then sharing a range of possibilities. The
graffiti carousel engages creative thinking processes.
Field Assessment Report
Your Name: _______________________
Groups Name: _____________________

Locating information
Low__________________________________________________________High

Using investigating tools (e.g. bibles, bible maps etc)
Low__________________________________________________________High

Summarizing information
Low__________________________________________________________High
What was interesting about my investigating?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What was difficult about my investigating?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
How could I improve my investigating skills?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Your Name: _______________________ Groups Name: ____________________
How did I:

Talk
Low__________________________________________________________High

Listen
Low__________________________________________________________High

Share
Low__________________________________________________________High
What was best about working in this group?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What was hardest about working in this group?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
How could I improve working in this group?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
GROUP ASSESSMENT SHEET
Name of group members
___________________________________________________________
___________________________________________________________
___________________________________________________________
Date ___________________
Activity ____________________________________________________
List the things your group did well
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
What could your group do better next time?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Name: _________________________________
Date: _____________________
Topic: __________________________________
Group Goal:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Personal Goal:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Work completed:
Teacher Comment
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Group Skills:
Mine
Other group members
Comment:
_________________________________________________________________
_________________________________________________________________
Thoughts about the activity
Tasks to complete before the next session
Early Years Self/Group Assessment Sheet
Name of Group Members:
______________________________________
____________________________________
______________________________________
____________________________________
______________________________________
____________________________________
Date:
____________________________________
Activity: ____________________________________
(TEACHER TO COMPLETE CRITERIA)
Circle the face to show how you worked
great
Criteria
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
okay
not so well
Your Name: _______________________
Groups Name: _____________________
Out of 10, how would each judge score your performance?
/10
/10
/10
Judge One
Judge Two
Judge Three
Clara Clear
Larry Loud
Ivan Interesting
What went well with your talk?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What was difficult about your talk?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
How could I improve to reach the next round of ?
?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
APPENDICES
Where have we been?
A Taxonomy of Reflection
The Taxonomy in Practice
Bloom's
Remembering:
What
did
I
do?
Student Reflection: What was the assignment? When
was it due? Did I get it turned in on time?
Bloom's Understanding: What was important about what
I
did?
Did
I
meet
my
goals?
Student Reflection: Do I understand the parts of the
assignment and how they connect? Did my response
completely cover all parts of the assignment? Do I see
where this fits in with what we are studying?
Bloom's Application: When did I do this before? Where
could
I
use
this
again?
Student Reflection: How was this assignment similar to
other assignments? (in this course or others). Do I see
connections in either content, product or process? Are
there ways to adapt it to other assignments? Where
could I use this (content, product or process) my life?
Bloom's Analysis: Do I see any patterns or relationships in what I did?
Student Reflection: Were the strategies, skills and procedures I used effective for this
assignment? Do I see any patterns in how I approached my work - such as following an outline,
keeping to deadlines? What were the results of the approach I used - was it efficient, or could
I have eliminated or reorganized steps?
Bloom's Evaluation: How well did I do? What worked? What do I need to improve?
Student Reflection: What are we learning and is it important? Did I do an effective job of
communicating my learning to others? What have I learned about my strengths and my areas in
need of improvement? How am I progressing as a learner?
Bloom's
Creation: What should I do next? What's my plan / design?
Student Reflection: How can I best use my strengths to improve? What steps should I take or
resources should I use to meet my challenges? What suggestions do I have for my teacher or
my peers to improve our learning environment? How can I adapt this content or skill to make a
difference in my life?
“It would be interesting
to see if ………”
“It would be interesting
to see whether………”
“What is
interesting about
this ………”
Where have we been?
Where are we going?