Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning. They organize instruction so that students are the producers, not just the consumers, of knowledge. To best guide children in the habits of reflection, these teachers approach their role as that of “facilitator of meaning making.”
Arthur L. Costa
Self-Regulation is the ability to be aware of one's own thoughts and actions during any type of process. We can facilitate self-regulation through a variety of means including modeling, making learning meaningful, working together in a team where everyone holds each other accountable, and self-reflection. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.Reflection involves linking a current experience to previous learnings (a process called scaffolding). Reflection also involves drawing forth cognitive and emotional information from several sources: visual, auditory, kinesthetic, and tactile. To reflect, we must act upon and process the information, synthesizing and evaluating the data. In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something (Costa & Kallick, 2008)
In this section, we will discuss:
- Collaborative Learning
- Student to Student Feedback
- Student Self-Regulation
- "You Do It Together" in G.R.R.
- "You Do It Yourself" in G.R.R.
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Built within cooperative learning are seven keys to success:
- Social Skills
- Basic Principles
In this section, we will examine the seven keys of and the use of student contracts in learning. Click on the different tabs above to view videos and download information, strategies, and ideas.
Student to Student Feedback
- What is Accountable Talk and How Does It Work?
- Providing sentence stems to use when providing feedback to peers
- Divide types of feedback into three different levels including task, process, and self regulation.
- Positive-achievement focused classroom culture
In this section, we will examine the positive effects of peer feedback and how to create structures that allow students to provide effective feedback to each other thus allowing the development of self-regulation. Click on the different tabs above to view videos and download information, strategies, and ideas.
Student Self Regulation
In this section, we will discuss self-regulating behaviors such as time management, task prioritization, and calibration. We will also investigate tools to encourage self-regulation such as standards trackers, student portfolios, and self-progress reports. Click on the different tabs above to view videos and download information, strategies, and ideas.
You Do It Together in G.R.R.
In this area, we will investigate the structures of collaborative learning and the instructional routings of this stage of G.R.R. Click on the different tabs above to view videos and download information, strategies, and ideas.
You Do It Yourself in G.R.R.
Even within the realm of independent work, formative assessment plays a key role. In this section, we will explore the skills and conditions of effective independent work implementation and how the role of the student and teacher changes during this stage. Click on the different tabs above to view videos and download information, strategies, and ideas.