Involving Students in Simulated (and Real) Democratic Processes and Procedures
What Is Reflection?


The following are two definitions of reflection:

. . . the process of looking back on the implications of actions taken—both good and bad—determining what has been gained, lost, or achieved, and connecting these conclusions to future actions and larger societal contexts.

. . . thinking about what we are learning, how we are learning it, and how this new learning connects to previous knowledge and to how we will use our knowledge in the future.

What is your definition of reflection?

What Are Your Strengths as a “Reflector”?

Answer the following questions to identify your strengths as a reflective teacher.
On the scale below, rate your own “reflectiveness”:

1
Very
Reflective
2
3
4
5
6
Not
Reflective


Jot down some techniques you have successfully used in reflecting on your learning and teaching.

Who, if anyone, in your life provides a model of reflectiveness that you can learn from?

How Do You Get Started Reflecting?

The following sentence starters are provided as a springboard for reflection. Pick one, and try to complete the sentence based on a recent classroom discussion in which your students have taken part.

• The strengths of this simulation were . . .
• The weaknesses of this simulation were . . .
• I was pleased that my students . . .
• I need to work on ways to improve my students’ . . . .
• This issue was a good/poor choice because . . .
• The norm for this simulation that seems to pose the biggest challenge to my students is . .. ... because ... ... ....
• Evidence from the simulation that indicates my students understand this issue was . . .
• Evidence from the simulation that indicates my students’ discussion skills are growing was . . .
• Approximately ____ percent of my students took part in debriefing the simulation; in observing those who did not participate, I noticed that . . .
• My students’ reflections on this simulation showed me that . . .