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是否想鼓励独立，自我指导学习的属性？然后，您将需要在学生中培养一种反思的态度和实践。他们反思自己的工作和衡量标准进步的能力至关重要。在此博客条目中，您将了解有关反思力量的一些研究。
拉回神秘的窗帘进行反思
“什么起作用？没有什么？下次我该怎么做得更好？”这三个问题是我早期反思尝试的总和。但是直到职业生涯后期，我才提出更深入的问题。
反思是我不太了解的教育者。这不是我鼓励学生参与的做法。作为写作老师，我的目标是让学生参加同伴会议，以提出棘手的问题，这将导致修订和重新组织作品。
现在，研究表明，当学生做一些特定的事情时，他们有可能加快自己的成长。约翰·哈蒂（John Hattie）指的是Self-judgment and Reflectionas having an effect size of 0.75. This is a bit better than Reciprocal Teaching (d=0.74). The Visible Learning MetaX database describes this introspective strategy in this way:
Self-judgement is a critical component of independent, self- directed learning. Students can often over- or underestimate their own capabilities. Teachers should cultivate in students the ability to apply standards to their own work.
研究人员施加了学生做以下能力的重要性：
1) reflect on her work; 2) discern its relationship to established standards, and 3) make self-judgements.
But how can students engage in self-judgment and reflection? What strategies might they use and how can teachers support them?
澄清策略
Meta-analyses suggest two strategies to model for students. Those strategies include:
- Cultivate metacognitive knowledge instruction in students
- Use self-developed tests
As you may know, metacognition is “the process ofthinking about thinking.” It involves “reflecting on personal habits, knowledge, and approaches to learning” (source）。Self-developed tests involve students crafting their own low-stakes quizzes or assessments.
Let’s take a look at some specific approaches you can use.
Approach #1: Confusion Spotlight
Strategy: Metacognition
Ask students to reflect on what they were learning that day. For any area that seems unclear or confusing, ask them to shine a spotlight on it. They can jot these ideas down in a notebook, put them on a post it or index card, or type them into a digital document, and then turn them in.
Marine,Tales from a Very Busy Teacher，建议使用自我评估箱：
Students turn in their work into one of these bins depending on their level of understanding. It does take a lot of positive culture building, as well as trust, to help students feel comfortable when turning in their work to these bins.
After the first few weeks of school, students know the system and feel confident when turning in their work. It also makes grading a lot easier, as well as pulling students back for small group reteach or extension.
如您所见，海军陆战队依靠卡来构建重新系数或获得课程扩展的想法。
Approach #2: Chalk Talk Activity
Strategy: Metacognition
一项沉默的活动，粉笔谈话促进了学生之间周到的沉思。目标包括反思问题或想法，评论和解决问题。使用这种方法与传统的黑板，白板或数字同等用途。
Chalk Talk includes a four step process:
1.解释说粉笔谈话是一项沉默的活动（根本不说话）。学生学习他们可以：
- Write comments on others’ ideas
- Draw connecting lines from comment to another’s idea, or
- 回答问题。
2. Facilitator writes a question on board, then circles it. (See some sample questions below.)
3.所有学生都有在“粉笔板”上写作的方式。
4.主持人可以通过盘旋其他有趣的想法来互动。您还可以通过围绕学生的想法绘制其他圈子来邀请评论和问题或反思。
This is a great activity for students to do alone. You can also adapt it for small groups. One student may serve as the “recorder” sharing insights from their team. You can do it in isolation or with a collaborative tool. Collective, class-wide experiences are also engaging.
最后，您可以使用许多电子或在线白板解决方案。三个要考虑的包括：
您也可以依靠图形组织器/语义映射工具。这些可能包括解决方案，例如Google图纸,yED Live, orBubbl.us. Each allows for student collaboration.
Approach #3: Capacity Matrix
Strategy: Metacognition
Use a capacity matrix that outlines key learning targets from the lesson. Right after the lesson begins, ask students to gauge their current knowledge. You can do this with afist to five Jamboardor use a paper document.
Marine,Tales from a Very Busy Teacher, shares her insights. She recommends creating learning target cards. Her goal is to make learning targets as visible as possible. As you might suppose, this combines with the powerful Teacher Clarity strategy that focuses students on understanding the learning goal(s).
“……自我评估票可以帮助学生在学习时自我反思和自我调节。我称他们为我的学生“学习目标票”。它们在任何内容领域都非常易于使用，并用于任何课程”（source）。
Marine offers these tips for using the learning target tickets:
- 在参与活动或引起注意之后，陈述学习目标。
- 要求学生写下门票。然后，他们可以在“教训前”专栏中自我评估学习水平。这是一个容量矩阵。我喜欢海军陆战队的课程/课后/教师分析的创新。这些行是值得在课堂练习中融入的。
- 课程结束后，要求学生在课后专栏中对新内容的掌握进行评分。
- Ask students to write a short reflection on the lesson.
Afterwards, ask students to share their biggest growth area or reflection. These could be text-based like what Marine makes available to buy. Or you could mix it up a bit with audio (e.g.Vocaroo,莫特), or video (e.g.flipgrid） 选项。
Approach #4: Interrogate Your Process
Strategy: Metacognition
Interrogating your process results in valuable information. It can also be painful to try to work through it without external questions. That’s important, though, because you need to be self-judgmental. That is, you need to measure your process against an external standard. Rubrics are helpful for this. So are questions that students can ask themselves.
以下是一些元认知问题。考虑these below, an excerpt of the complete list:
- What process did you go through to produce this piece?
- 您在这件作品工作时遇到了什么问题？您是如何解决它们的？
- What resources did you use while working on this piece? Which ones were especially helpful? Which ones would you use again?
- Did you meet your standards? Did your goals for this product change?
- 您的工作以什么方式达到了这项任务的标准？
您可以在此找到更多更长的问题集.
Approach #5: Pupil, Test Thyself
策略：自发展测试
This final approach to fostering self-judgment and reflection includes student-created assessments. There are a multitude of digital tools you can make available to your students.
由于我已经在其他博客条目中解决了这个问题，因此我不会为您指向下面的某些内容：
- Test-Enhanced Learning Made Simple with Knowt
- Use This Puzzle Maker Tool for Retrieval Practice
- Is Learning Sweeter with Educandy?
- 基于评估的反馈工具：Blooket
- Buzz Me In: Remote Learning Buzzers and Scoreboards
- Evidence-Based Learning: Introducing Podsie
- 贝尔Ringers for Improved Retention and Engagement
Give these approaches a try when fostering reflection and self-judgment in your classroom. The gains are worth the effort for students.
