The Shining Star of Student Success: Reflective Learning Presented by Emily Holler, Senior Lecturer in the School of Communication and Media

Reflective learning can be the shining star of student success at Kennesaw State University in the Radow College of Humanities and Social Sciences. By having the students reflect on the material covered and what impact it has on their academic goals and careers, we can encourage more ownership for student learning. Reflection begs these critical questions: What do I already know? Why does this matter? What is next for me to learn?

To begin, "...these are a few of my favorite things..."

DINING OUT WITH MY FAMILY

SPENDING TIME WITH MY TEACHING ASSISTANT

WATCHING MY SON PLAY BALL

WATCHING MY DAUGHTER PLAY BALL

AND, READING THESE COMMENTS FROM MY STUDENTS:

Engaging in reflection is vital to the learning process for all students (and faculty!) -- and, we should embed several opportunities in our course designs.

The value of reflection is well recognized in education, leadership study, and personal growth.

Boud Reflection Model (1985)

The Gibbs Model of Reflection (1988)

It's all about getting students to ask and answer these questions:

What do I already know?

Why does this matter?

What is next for me to learn?

Ideas for Incorporating Reflective Learning in Your Classes:

√ Pose a question that students must answer on paper or in D2L BEFORE class (e.g., application of a concept/theory)

√ Have students bring an example written down or have them post a video link to a discussion board they found online

√ Can be a participation grade and graded quickly in D2L as pass or fail

√ Instructor can draw out of basket to share or students can toss around to others to share to avoid the same "over-sharers" from monopolizing

√ They can reflect on strengths and weaknesses of a particular assignment or module.

√ Above is an example speech reflection assignment -- one of four during a semester of Public Speaking. Students grade themselves before they get their graded speeches with written feedback returned.

√ Doesn't have to be content-specific. (This is a great one related to student success!)

√ Three weeks into the semester, I ask students to score and comment regarding our course's communication climate and/or their commitment levels:

This is an example discussion board in an online section of Human Communication:

√ This type of discussion board helps students reflect and then asks them what they learned. Many of them offer a glimpse of how they will handle a similar situation in the future.

√ Here are a few student examples:

√ This can be done at different times of the semester for motivation. Sharing past students' reflections help set expectations if used early in the next semester's course schedule.