By Dr. Katie O’Neil

Initially unsettled by open-ended feedback, the author came to value reflection as a core pedagogical tool in her own practice and in guiding students. Intentional reflection promotes deeper learning, stronger writing and a mindset geared towards continuous improvement. Instructors have the power to foster reflective practices.

I was an English education major at a strange time in Ohio. I was required to earn a bachelor’s in English prior to enrolling in a master’s program in English education. This meant I did not take a single education course as an undergrad. So, on day one of grad school, I walked into my first education course, Classroom Management. The first assignment was to read an article and submit a reflection. I completed the assignment, and when I received my work back, the professor’s comment read “Thanks for sharing. These are interesting points to bring up in small group this week.” I was shocked, as were all my classmates who received similar feedback. We had spent the past four years in classes where things were right or wrong, and grades were critical. What does “Thanks for sharing” mean?” Was my reflection correct?

So began the process of my education in Education. Over the duration of my program, I was required to reflect over and over again on readings, my classwork, and eventually my student teaching. I now recognize that this pedagogy was intentionally integrated into every aspect of the program to help me become a better teacher, but it certainly threw me for a loop at the beginning. However, in time, it became a habit I took into the classroom. I still have my handwritten lesson plan books from when I taught high school English. The margins are full of notes on what worked and how to change things for the next class.

As educators, we have learned the importance of reflection in our practice. Where do students struggle? How can I better address this concept in seminar? How can I better introduce this concept next term? For students, the importance of reflection is often overshadowed by the focus on the final product and whether it meets the assignment requirements. Reflection is an essential tool for growth and improvement. By encouraging students to pause, evaluate, and think critically about their work, we help them become better writers and better thinkers (University of Minnesota, 2021).

How do we help guide students to reflect?

At its core, reflection is about looking back and assessing where we’ve been and where we still need to go. It’s more than just addressing “Did I do what was asked?” Students must be asked to delve deeper into the choices they made, the impact of those choices, and how their work can evolve.

In College Composition I the reflection process is integrated into many aspects of the student experience. For example, many of the weekly discussion boards require students to share a draft and include a reflection paragraph addressing how well they have met rubric criteria and areas they are still working on improving. Reflecting on the rubric isn’t just about checking boxes; it’s about identifying areas of strength and growth. When students evaluate their drafts against clear standards, they can begin to internalize these standards and apply them to future work.

Additionally, some journal prompts require students to review feedback from their instructor and peers and explain how they can use that feedback going forward. It’s easy for students to read feedback and think, Ok, I’ll write out contractions next time, or I need to review APA style in-text citations. However, true growth comes when students reflect on why the feedback matters and how it will influence their next draft. Students need to see feedback and an opportunity, not a critique. This shift in mindset is a learning moment and can lead to more effective work in the future (University of Minnesota, 2021).

As instructors, we need to make the reflection process visible to students. During seminar, we can model how to reflect on a draft using the rubric. We can demonstrate how to utilize feedback for improvement. When providing feedback, we can include probing questions, suggestions, and reactions. When we go beyond “right and wrong” feedback, we encourage a growth mindset where mistakes can be opportunities to learn rather than setbacks.

Students can be resistant to reflection at first–I certainly was–but with time and patience, it can become a very positive habit. By providing structured opportunities for reflection, we help students become confident and capable in the long run, and hopefully, more likely to continue reflection in future courses.

Reference

University of Minnesota. (2021). Using reflective writing to deepen student learning. Writing Across the Curriculum. https://wac.umn.edu/tww-program/teaching-resources/using-reflective-writing