持续的课堂反思策略

在整个课程中建立多种反思机会和模式，以支持学生的学习、参与和成长。

持续的课堂反思策略
持续的课堂反思策略
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  • 教学
  • 总结与反思
  • 实用技巧与住宿

持续的课堂反思策略

在整个课程中创造反思的机会，并结合多种反思模式，可以支持学生的学习、参与和成长。本文档分享了思考、构建和将反思融入课程的方法。

快速外卖

尝试

混合分组进行反思。邀请学生单独、成对、小组和全班进行反思。

尝试

使用“什么？所以呢？怎么办？”鼓励学生思考他们做了什么，为什么这样做，以及他们接下来可以做什么。

尝试

Incorporate moments for quick reflection throughout every lesson, and times for more in-depth reflection periodically over the course of your entire class and residency.

什么时候使用反射？

There is no set time for reflection. You can use it at different times from lesson to lesson and activity to activity. Reflection offers students time to pause and consider what they have experienced, or learned, and to review and evaluate what happened. It can be helpful to use reflection

  • at the end of each lesson;
  • at the end of a project/residency;
  • multiple times throughout a lesson;
  • after something new has been introduced in the lesson;
  • as a way to discuss an issue on a deeper level;
  • when there is discussion around a difficult theme;
  • when a challenging moment that impacts students and educators arises, either in the classroom specifically, or outside of the classroom;
  • or any combination of the above!

学习周期

在整个课程中创造反思的机会，并结合多种反思模式，可以支持学生的学习、参与和成长。

  • There is an experience (in the form of an activity/lesson) in the classroom. Now you can question the students: “What happened? What did we do?”
  • Reflect on the experience to review and evaluate what happened. For example, students ask themselves, “What did I experience?”
  • Generalize and ask, “Why did this happen?”
  • Apply through active experimentation. “Consider, what will you do? What will taking action look like?”
A circular flow chart with arrows pointing from Experience to Reflect to Generalize to Apply

反射模型

Individual: Students can be given time to journal, draw, or meditate for the last five to 10 minutes of class, responding to reflection prompts.

Partner Share: Students pair up and share their thoughts on reflection prompts together. They can also be given the option to write their reflections and read these to each other.

Small Group Share: Break the class up into small groups and have them discuss the reflection prompts. If possible, have an educator join each group.

Large Group Share: If possible, sit in a circle and reflect as a group on the experience. Decide how you will identify who is talking. For example, ask students to raise their hands or pass a talking object.

Reflection at Home: Students can be asked to take a moment at home to reflect on the lesson. They can choose a modality (writing, drawing, dancing, preparing a monologue) that they feel comfortable sharing with the class during the next session. This may be a good model to use when your residency or class is coming to an end.

远程教学提示

You can create breakout rooms for small-group reflection on some digital platforms. It may be a good idea to plan out the breakout rooms (the amount or who’s in each room) in advance if you need to have supervision from a Classroom Professional in each breakout room, or need a Classroom Professional to make the breakout rooms.

非语言反思方法

Ask a series of “Yes/No” or “True/False” questions. Each student will answer accordingly with a thumbs up indicating “True” or “Yes,” or thumbs down for “False” or “No.” Ask students to elaborate on their answers.

Get your students reflecting on their feet. Place answer signs in each corner of the room (e.g., “Yes,” “No,” “True,” “False,” “I’m not sure”). As you ask questions, students will move to the corner that matches their answers. Ask students to elaborate on their answers.

让学生像回答 140 个字符的推文一样回答思考问题。鼓励使用主题标签和@！

学生可以自己或作为一个小组来创建响应特定提示的画面或画面序列。学生还应该准备好分享带有主题标签的图像标题。

Each student gets a piece of paper. Students will have two to five minutes to respond to your reflection question(s) in writing or drawing. Then yell, “3, 2, 1 snowball!” and students will throw their snowballs across the room. Each student will pick up an anonymous snowball and read it aloud to the class.

Post chart paper up around the room and ask either an educator or student to scribe. Ask students to “popcorn” out responses and/or words. You can also post chart paper throughout the room with different questions/prompts and allow students to move freely around and write or draw their responses to the questions/prompts, directly on the papers or using Post-it notes.

Ask students to pick three words to describe how they feel after an activity. Then ask students to make poses to represent each emotion they chose, and string them together so that they become a dance or continuous gesture. Ask students to find a partner to share with. Students can teach one another their moves or make a new sequence combining their gestures.

Students can keep reflection journals and as a ritual following an activity, students can write or draw about their experience. You can keep this open-ended or use reflection prompts.

远程教学提示

You can use a tool, such as Poll Everywhere, Padlet, Mentimeter, etc. to create an interactive, real-time generator of a word cloud for students.

Incorporating Reflection Throughout the Lesson

When reflection is incorporated throughout the lesson, you are able to constantly check in on students’ engagement and progress, particularly for students who are less verbal. You can integrate some of the models already mentioned above. Here are a few more ways to integrate reflection throughout the lesson.

Ask

  • 我们刚刚做了什么？
  • 大家明白了吗？
  • 花时间解决相互矛盾的答案。

Collective Breath

  • 作为一个小组，进行一个（或一组数字，例如三个）集体呼吸。这有助于重置房间内的基调。
  • Now ask: “Are we ready to move on?”
  • 花时间解决相互矛盾的答案。

Emojis

  • Ask students to respond to how they feel about what they just did by using emojis. Start by modeling for the class: Make an expression with your face/body that captures how you feel (e.g.,, surprised, happy, sad, angry, thumbs up/down, shrugging shoulders).
  • Take some time for everyone to look around the room at the group’s reactions, and discuss what they see.

所有这些模型都可以而且应该进行调整，以最适合您学生的需求和课程的基调。

远程教学提示

You can take advantage of your class chat as an ongoing reflection strategy, using emojis, one-word reflections, etc. Another possibility is to incorporate polls (interactive Google Forms/Zoom polls, third-party interactive forms like Padlet/Poll Everywhere, and more basic “show of hands”) to utilize the digital tools as part of your reflection strategies for a synchronous remote class. You can also bring in other nonverbal reflection responses using reaction buttons, thumbs up/down, etc.

思考题的基本结构

什么？

Ask some questions that provide time and space for your students to think about what they learned and experienced (both academically/artistically and socially/emotionally) during your lesson.

  • “What happened during this lesson?” 
  • “How did it make you feel?” 
  • “What was hard?”
  • “What was easy?” 
  • “What did you like?”

所以呢？

提出一些问题，以帮助您的学生思考他们为什么要这样做。

  • “What did this lesson teach us?” 
  • “Why was it valuable/important?”

怎么办？

留出空间来结束这个汇报，以反思您的学生学到的知识如何在校外应用。

  • “How can we use what we learned today outside of school?”

重要笔记

Encourage your students to speak from their own experience and perspective by using I-statements when speaking, and not making generalizations about what was happening to others. An example of an I-statement is: “I was feeling very bored during this lesson,” as opposed to: “This lesson was boring.”

您还可以使用汇报来获取学生对整个课程的意见和建议。

深层发掘

在反思过程中，您可能会意识到需要与您的班级进行更深入探讨的问题。以下是一些深入挖掘问题的建议。

  • Ask open-ended questions: “How was that for you? How did you feel?”
  • Focus on feelings: “What is everyone feeling right now?”
  • Monitor verbal and nonverbal cues: “It seems like people aren’t paying attention here. What is going on?”
  • 测试感知：“在这节课中，人们似乎感到沮丧。真的吗？”
  • 分享您的感受：“我很困惑。其他人感觉如何？”
  • 问：“您或其他人在让您感到惊讶的活动中做了什么？”

Notes

Reflections can be as short or in-depth as you need them to be. Define what you need for each lesson and how it will benefit the students for the duration of your time together.

反思可以成为 SEL（社会情感学习）和 以治疗为中心的教学.如果在课堂内或课堂外出现具有挑战性的情况（例如，如果学校发生紧急情况而中断课程），您可能希望使用反思活动来帮助每个人处理体验，同时始终保持注意学生分享他们的想法的舒适程度。

A next step could be for you to integrate your students’ reflections into your curriculum development.

可以根据学生的反思做出哪些修改来支持他们？

Integrating self-reflection as part of your teaching practice is also likely to benefit your students. Here are some GIVE resources to support you.

外部资源

Trainings—The Experiential Learning Cycle
book icon representing readable resource 4 回复“停下来思考：教学生反思”
book icon representing readable resource 社会情感学习：如何实施反思量规
book icon representing readable resource 教学策略：自我反思的价值

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