Assignment Reflection Questions For Teacher

Looking for some student reflection questions?

Do you need student reflection questions? Then I found the perfect worksheet for you on Twitter. I watch social media closely and it’s my job to share some of the hot topics on Twitter, Facebook, Pinterest, and other outlets that teachers, principals, students, and parents are contributing.

After assigning a project or other large assignment, it’s a good idea to hand out some student reflection questions. These questions ask the students to think about the project they just finished. It helps them think critically about the project and helps you gauge where your class is overall and the success and failures of the assignment. Dr. Anael Alston posted a great list of student reflection questions on his Twitter account. These questions apply to just about any subject area or lesson, or you can tweak them a bit to make a better fit.

You can see those questions below.

You can break these questions into a few general categories. Many of these questions deal with the student’s successes and failures regarding the project in question. Other questions ask about how this project relates to learning outside of the object discussed in the worksheet, challenging your students to make outside connections. A few also ask about the process the student went through to complete the project.

What questions would you add? Do you ever ask your students questions like these? Would you leave off any of these questions?

Tori Pakizer is the Social Media Editor at SimpleK12.com. She writes regularly about the use of educational technology in K-12 classrooms, and specializes in how teachers use Twitter, Facebook, Pinterest, and other social media. You can follow Tori and SimpleK12 on Twitter @SimpleK12. If you have ideas for using social media in schools, please send your information or tip to editor@simplek12.com.

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How deep is your commitment to reflective practice?

Do you maintain a reflective journal? Do you blog? Do you capture and archive your reflections in a different space?

Do you consistently reserve a bit of time for your own reflective work? Do you help the learners you serve do the same?

I began creating dedicated time and space for reflection toward the end of my classroom teaching career, and the practice has followed me through my work at the WNY Young Writer’s Studio. I’ve found that it can take very little time and yet, the return on our investment has always been significant.

Observations about reflection

  • Reflection makes all of us self-aware. It challenges us to think deeply about how we learn and why and why not.
  • Reflection deepens ownership. When we reflect, we become sensitive to the personal connection that exists between ourselves, our learning, and our work. The more we consider these connections, the deeper they seem to become. Reflection makes things matter more.
  • Reflection helps us get comfortable with uncomfortable. It also helps us fail forward. It’s through reflection that we’ve discovered our greatest power as a writing community: our collective expertise and our willingness to encourage and celebrate risk-taking.
  • Reflection helps us know ourselves better. It helps us sharpen our vision, so we can align our actions to it. Reflection also helps us notice when we’re getting off track.
  • Perhaps most importantly, reflection helps us advocate for ourselves and support others. Taking the time to reflect enables us to identify what we want, what we need, and what we must do to help ourselves. It also helps us realize how our gifts and strengths might be used in service to others.

I find that often, we struggle to find time to support reflective practice. Deadlines drive instruction far too much than they should, forcing learners and teachers to value perfection, products, and grades more than the development of softer and perhaps, more significant skills. Devoting a few moments at the end of class can make a real difference though, particularly when you pitch a few powerful prompts at learners. These are the ten questions that elicit the most powerful responses from the students I work with.

Ten Reflective Questions to Ask at the End of Class

1. Reflect on your thinking, learning, and work today. What were you most proud of?

2. Where did you encounter struggle today, and what did you do to deal with it?

3. What about your thinking, learning, or work today brought you the most satisfaction? Why?

4. What is frustrating you? How do you plan to deal with that frustration?

5. What lessons were learned from failure today?

6. Where did you meet success, and who might benefit most from what you’ve learned along the way? How can you share this with them?

7. What are your next steps? Which of those steps will come easiest? Where will the terrain become rocky? What can you do now to navigate the road ahead with the most success?

8. What made you curious today?

9. How did I help you today? How did I hinder you? What can I do tomorrow to help you more?

10. How did you help the class today? How did you hinder the class today? What can you do tomorrow to help other learners more?

The learners I serve typically capture these reflections in a special section of their notebooks. These entries grow in number over the course of time, and eventually, they revisit them to prepare for conferences.

The influence that asking reflective questions has on the quality of our conferences is incredible. In fact, I hesitate to confer with kids unless they’ve had a chance to pursue purposeful reflection first.

Try it yourself. See how it makes a difference for your students. You can find a set of printable reflective prompts here.

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About The Author

angelastockman

A former English teacher, Angela Stockman is the founder of the WNY Young Writer's Studio, a community of writers and teachers of writing in Buffalo, New York. She is also an education consultant with expertise in curriculum design, instructional coaching, and assessment. Read more from Angela at Angelastockman.com.

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