Image adapted from: puckermob
A time used to capture our individual understanding and learning through reflections.
The Art of Reflecting
 Image retrieved from: Amazon | It has been a privilege to be currently involved in an incredible professional development group: Creating Cultures of Thinking. This study group takes the time to investigate and discuss Ron Ritchhart's book of the same name. This cohort of educators has fanned my passion for learning and has inspired me with ideas to do the same for the learners in my classroom. |
A recent conversation revolving around the "art of reflecting" sparked the theme for this blog post.
Similar areas of concern were highlighted in our discussion in regards to student reflection:
Concern #1: TIME
We agreed that not enough time was given throughout a unit of study for students to truly reflect on their
learning experiences.
Concern #2: Lack of MOTIVATION
When time was given for reflection, most students were not motivated to do so in a meaningful manner.
It was just one more item on their checklist to hurry up and finish.
Concern #3: Uninspiring ENVIRONMENT
The lack of motivation led us into a discussion on how the learning environment itself was not a source of inspiration.
Confining desks and uncomfortable chairs do not serve to promote student engagement for longer periods of time.
Clearly changes had to be made...
Similar areas of concern were highlighted in our discussion in regards to student reflection:
Concern #1: TIME
We agreed that not enough time was given throughout a unit of study for students to truly reflect on their
learning experiences.
Concern #2: Lack of MOTIVATION
When time was given for reflection, most students were not motivated to do so in a meaningful manner.
It was just one more item on their checklist to hurry up and finish.
Concern #3: Uninspiring ENVIRONMENT
The lack of motivation led us into a discussion on how the learning environment itself was not a source of inspiration.
Confining desks and uncomfortable chairs do not serve to promote student engagement for longer periods of time.
Clearly changes had to be made...
The What: A Time to Capture our Thoughts
Our group expressed the importance of making learning experiences as authentic as possible. This led me to wonder how I could recreate a space of capturing thoughts that was unique and special. This was shared with a group of students and an informal brainstorming session produced the following suggestions:
With this new set of information, it was time to start taking steps to transform these ideas into action.
- food (a natural motivator among my students)
- music
- items that promote comfort: fuzzy socks, pillows, blankets
- individual space
- range of materials to capture thoughts: phone, computer, paper, writing and drawing utensils
With this new set of information, it was time to start taking steps to transform these ideas into action.
The How: Learner's CHOICE
 | In his book "Making Thinking Visible", Ron Ritchhart shares an inspirational case study Making Room for Reflection written with Lisa Verkerk. In this case study, Lisa shares how she incorporated painted reflections journals with her 5th grade students. The following paragraph helped define my next steps: "... to allow oneself to think through art, and to create abstract metaphors with deep personal meaning... had the deepest impact on Lisa as a learner... Although the use of writing and words weren’t forbidden, they tended to be useful in amplifying the visual rather than replacing it. Furthermore, the open-ended use of materials had a unique way of allowing ideas to flow in ways they didn’t always seem to do in purely written reflections..." |
I am a strong advocate of student choice and encourage students to choose how they would like to demonstrate their understanding in meaningful ways. This 'open-endedness' truly has "a unique way of allowing ideas to flow" and reaches across all learning styles.
With this in mind, I decided that I would have reflection prompts that students could respond to in any form they chose.
With this in mind, I decided that I would have reflection prompts that students could respond to in any form they chose.
Introducing the 'Thought Catcher' to Students
I shared the following presentation for students to see the what, why, and how this routine was going to function.
Note: Dream catchers triggered the idea for our 'Thought Catchers'
Note: Dream catchers triggered the idea for our 'Thought Catchers'
Classroom Set Up
#1: Creating a Peaceful Environment
My colleague Ilse Ortega- a phenomenal educator that lives and breathes visible thinking in her classroom- introduced me to Calm.com. A website with relaxing nature scenes and sounds that helps create a peaceful environment. I projected the website on the screen so that it could easily be seen from any place in the classroom. Classical music played softly in the background mixed in with the nature sounds creating a soothing atmosphere. |
#2: Creating a Personal Space of Comfort
Students were told to find and create a personal space for themselves. Some decided to sit under desks or in corners while others laid out on the floor. I brought drinks along with some salty and sweet finger food for students to munch on. They took their food to their personal spaces and were responsible for cleaning up after themselves. |
Our First 'Thought Catcher' Topic: Rube Goldberg Machines
Students were asked to design and build a Rube Goldberg Machine. The videos below showcase their final products.
They provide a better understanding of the content students were reflecting on.
They provide a better understanding of the content students were reflecting on.
Our Thought Catchers
The following prompts were given to students in their Learning Guides:
Prompt #1
Same prompt; different results!
Prompt #1
- How do simple machines make our lives easier? Provide at least one example.
- What were the most significant things you learned when building your Rube Goldberg machine?
- What will you take away from this learning experience?
- Feel free to add any extra thoughts!
Same prompt; different results!
 "Butterfly Bomb" created by Grade 6 student |  |
"This is a 'Butterfly Bomb' that is made out of pieces of paper...
I have placed my thoughts inside, so when you hit it, the thoughts will come out."
Click image to view full presentation.
Created using: Piktochart
Created using: Piktochart
Created using: emaze
 |  |  |
Click images to enlarge.
Created using Sketchnote techniques by Grade 6 student
Created using Sketchnote techniques by Grade 6 student
Click image to enlarge.
Created using Sketchnote techniques by a Grade 8 student
Created using Sketchnote techniques by a Grade 8 student
Text Example #1
Text Example #2
Observation: I was actively engaged in the 'Thought Catcher' routine along with my students.
Whenever possible, educators should model their own learning experiences for and with their students.
Whenever possible, educators should model their own learning experiences for and with their students.
Thoughts on the 'Thought Catcher'
I surveyed my students to gather their feedback on our 'Thought Catcher' routine. These are their words:
Note: out of the 30 students surveyed 100% want to continue doing 'Thought Catchers' in class!
Note: out of the 30 students surveyed 100% want to continue doing 'Thought Catchers' in class!
Forever Changed
Now that I have personally experienced the impact of Project Zero in my learning environment, I am forever changed.
The transformation that has taken place over the past few weeks has redefined my path as an educator and most importantly as a learner.
This is just the beginning!
The transformation that has taken place over the past few weeks has redefined my path as an educator and most importantly as a learner.
This is just the beginning!
Share Your Thoughts
I hope these ideas and tips were meaningful to you .
Please comment and share your own experiences with promoting the art of reflection among your students.
I would love to hear your ideas so I can improve upon this process!
Please comment and share your own experiences with promoting the art of reflection among your students.
I would love to hear your ideas so I can improve upon this process!