Reflective

Reflective is another attribute of the learner profile. The IB defines reflective as: We thoroughly consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. 

"Learning is a process of action and reflection." This quote from John Dewey is so powerful. As excited and inspired teachers, we are so creative in coming up with ideas for children that the quote could often be "Learning is a process of action." in reality. The reflection piece adds a depth to learning and develops an awareness of learning for learners themselves. 

Here are 5 ways that Kindergarten are developing as reflective learners. 

1. Be intentional and plan time to be reflective

We have a morning message each day that gives children opportunities to consider their learning, their day and perhaps special events that day. Rather than just "do" these things, questions are asked to help them reflect on why they are doing these things. Reflective questions are part of the interactions adults have with children as they play when they are deemed appropriate. At the end of the each and every day, there is a whole class 15-minute reflection session that allows children to process an aspect of their play and learning. 

2. Use open-ended prompts

I plan open-ended prompts, but these are flexible and often evolve in response to observations I have made throughout the day, so reflection opportunities build on children's learning. Some prompts are chances to synthesise or process what has been learned. Other prompts target the process of learning and an inquiry mindset. There are opportunities to evaluate what they did well and how they might make improvements. Last week, we went to the science museum here in Paris. The reflection question at the end of the day was "What did you do that was science?" This question helped the children to reflect on what they explored and their own behaviours as inquirers. These prompts often unearth perceptive insights and tentative theories through conversation. It can be a time that soars with surprise and dances with doubt!

3 Documentation of reflective thinking

Rather than just monitoring reflective thinking, I have been much more strategic in documenting these insights so that over time, a story narrates our learning. Photographs, quotes and summary comments are kept on Google Slides and are often shown back to the children to review what we did and focus in on a particular moment, question or theory. There is also a printed copy stored in a folder (below) available for the children to look at alongside the other stories in the classroom. 

4 Reflection as a continuous process

Reflection can sometimes be seen or 'tagged on' at the end of learning. Reflection can be embedded throughout the learning process, at any time of the day and at any point within a period of time. Seeing reflection as a process sets the stage for us to actively observe and listen to children's thinking and for us, as educators, to reflect on how best to respond. We may decide to observe for longer, craft a question, plan a provocation or deepen a line of inquiry. 

5 Reflect in various ways

So that being reflective remains engaging for children, it is important for children to reflect in different ways. Sometimes children reflect alone, with pairs or in small groups. Sometimes the reflections are oral and sometimes they are drawn. Sometimes the prompt for reflection is a sentence starter and sometimes it is in the form of a question. Sometimes emojis are used to help children visualise the essence of a question. 

Writing this blog has made me realise that I can explore a wider range of ways to support children being reflective. For example, role play, facial expressions, materials such as wire and the use of technology. Here is an engaging site: wheel of names. 

Reflective Questions

What ways do you use to engage young children in being reflective?

What are some of the challenges your children face? How might these be overcome?