Structure reflection after collaboration for both students and teachers using prompts, exit tickets, journals, rubrics, plus-and-delta, and gallery walks¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The primer treats reflection as critical at the conclusion of collaborative activities, for both students and teachers. As it states, "The right structure for reflection can significantly deepen student learning and improve future collaboration." Students can examine their work, peer interactions, and challenges through reflective writing, small-group or whole-class discussion, exit tickets, learning journals, rubrics, plus-and-delta charts, gallery walks, and fishbowl reflections. Teachers can reflect systematically through journals, documenting observations over time, critical moment analysis, reflecting with colleagues, video recording, or action research cycles. Reflection informs planning of future work and reinforces collaborative norms.

Design Implications¶

Context¶

Requirements¶

• Planning time for reflective activities so the work is treated as important and continues to matter

Constraints¶

• The primer notes what is deemed important to monitor and reflect on changes across different assignments

Target Learners¶

• K-12 STEM students and their teachers after collaborative activities

Target Learning Goals¶

• Articulating concepts, evaluating collaboration skills, and improving future collaborative learning experiences

Related Strategies¶

• Reflect on Learning
• Collaborative Creation of Exemplars

Examples¶

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Key Sources¶

• Judi Fusco, Sarah DiMaria, Beverly Yeadon, Linette Victor, Sarah Hampton, Janet Kolodner, London Jenks, Susan Yoon. (2024). Teacher's Roles in Supporting Collaborative Learning. Digital Promise. https://digitalpromise.dspacedirect.org/items/6dc71c9f-b523-4c36-9da8-d98b364e17e0