The incorporation of learning reflections in the classrooms has benefits way beyond any student can imagine. College and university students are often honest and straightforward when assessing their own performance of fellow classmates.

While promoting learning reflections and self-assessment approaches add a potent dimension for learning in any lecture.

Reflecting on each session’s learning and activities allows the students to:

  • Acquire and process new information
  • Discern their actions and preferences
  • Reconsider their decision making
  • Work on the teacher’s feedback
  • Cement key pointers in the discussion
  • Decide what future learning pathways should be followed

Learning reflections for critical learning

It has been proven that learner reflections have uses across a plethora of learning styles and grade levels. Both teachers and students should remember that reflection on the things learned in the class or group discussions is important for honing their critical thinking ability.

Research has proven that prediction, reflection, and metacognition are the fundamentals for a thought-provoking classroom. And this is where the reflective questions come into existence.

Deeply immersive and engaging, the purpose of these question is to inspire a meaningful discussion and encourage the development of higher-order skills.


What surprised you in this class? And why?

College and university level education is full of surprises, the pleasant the surprises, the better. Apparently, what surprises teachers the most in the class is when students demonstrate a skill or ability no one thought they could.

Ask your students to think about something they recently achieved or discovered, let it be about the course topics anything, in particular, they didn’t expect to happen.

What is the most significant thing you learned in this class? What do you take it as important?

Teachers should ensure that learners acquire a stake in the topic being taught. If not, learning merely becomes a compliance job with students sitting behind the desks and absorbing every word of the lecture without reflecting.

Asking this question from the students is a great way to build both connection and internationalization with learning. You’ll hear different types of answers, understandably, as students in college come from diverse backgrounds, interests, and preferences.

What is that thing you want to learn more about? And why?

It’s time we let the traditional instructional strategy walk off, the process of repeating the same beaten path over and over again is no longer effective. Inquire your learners on where they want to head at the start of each session and see how well they spend their time throughout the lecture or activity.

It’s simple, the more your students engage and get excited, the more they’ll be inclined to learn. Emphasizing on paths and teaching styles they prefer assures that they stay on track without steering off course.

When were you most innovative? And why?

Being creative is a part of real, authentic learning, especially when it comes to degree programs and demand to move beyond the course’s standard textbook. At times students want to express and feel pride in their work, even if it’s not directly related to the class lecture or the activity in hand.

This is where teachers should start asking students to talk about Cheap Essay 247 their most creative moments. The purpose is to help them express their accomplishments and refresh their confidence and self-esteem along the way.