Student Reflection

     John Zubizaretta, in his book The Learning Portfolio (2004), says that the primary purpose of a learning portfolio is “to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection.” Thus students have to think deeply to select artifacts for portfolios and they have to think even more deeply when they reflect on those artifacts.

     Unfortunately, students do not come to college prepared to reflect deeply on learning. Yet, some experts would suggest, students have not actually learned anything until they spend some time thinking about what they know, how they came to know it, and what else they need to know. Many students are passive recipients of knowledge. They sit in the classroom and allow educators to shower them with information and ideas, drops of which they may retain until the test, at which point much of it evaporates.  If educators want students to become actively engaged in their own learning through reflection, they must teach students how to reflect.

     This PowerPoint presentation is designed as a first-step in teaching students to reflect on learning. It provides students with a definition of reflection and explains the specific mental activities that constitute thinking deeply about learning. This PowerPoint should be combined with well-designed reflection assignments and instructor feedback.

                     Student Reflection from Center for Teaching and Learning on Vimeo.