LC Module: Reflection Questions

“Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn things and may be the starting point for a journey of understanding.” (Open University, 2014)

"Paul (1985) points out that thinking is not driven by answers but by questions. The driving forces in the thinking process are the questions. When a student needs to think through an idea or issue or to rethink anything, questions must be asked to stimulate thought. When answers are given, sometimes thinking stops completely. When an answer generates another question then thought continues. Teaching students to generate their own questions as part of the learning process is an effective way to boost metacognition and encourage higher level thinking.” (R.W. Paul as stated Mentoring Minds, 2014)

"Questions lead to understanding. Many students typically have no questions. They might sit in silence with their minds inactive as well. Sometimes the questions students have tend to be shallow and nebulous which might demonstrate that they are not thinking through the content they are expected to be learning. If we, as educators, want students to think, we must stimulate and cultivate thinking with questions (Paul, 1990)”. (R.W. Paul as stated Mentoring Minds, 2014)

“ReQuest (Manzo, 1969). ReQuest stands for Reciprocal Questioning in which the students ask the teacher questions. To do this activity, the students and the teacher read the text carefully. Then students get into groups to create questions they want to ask the teacher (230 Hurst & Pearman—“Teach Reading?) The same process can be used for the groups to ask each other questions.” (Hurst & Pearman, n.d.)

30 MIN

GC421 – Reflection Questions – Question Development Guide

GC421-S2(6) – Question Development Guide – There are various levels of knowledge and understanding needed on a subject. For example, a good car salesman needs a low to moderate degree of knowledge about car operation and parts to sell vehicles. Whereas, a good mechanic must have a high degree of knowledge about car operation and parts in order to repair vehicles. Alexa or Instructor will direct students to review the assigned content and determine the level of knowledge needed for their content question, based upon the knowledge level descriptions provided – Knowledge Level, Comprehension Level, Application Level, Analysis Level, Synthesis Level or Evaluation Level. Several keywords are provided to initiate the question at the appropriate level of understanding

30 MIN

GC420 – Reflection Questions – Multi-Sensory Reflection Circle

GC420-S4 – Multi-Sensory Reflection Circle – A Multi-Sensory Reflection Circle allows topic information to be summarized and consolidated using the different modes of presentation – write it, say it, draw it or do it. In a four-step process, as directed, Alexa or Instructor will guide students, individually, with a partner set or small group, to create both Topic Cards and Presentation Mode Draw Cards. Last, students will draw a Topic Card and Presentation Mode Card, and fulfill the assigned presentation. (Option – Journal Entry)

20 MIN

GC419 – Reflection Questions – Reporter Reflection Log

GC419-S2 – Reporter Reflection Log – The Reporter Reflection Log generates a reflection on today’s lesson and focuses on a planned behavior change, as a result of the lesson, either in general or personally. Using a two-step process, Alexa or Instructor will guide students to respond to questions of what will be done differently, as a result of today’s lesson, using who, what, when, where, and why. Last, students will address how the change will be achieved within a proposed plan, if applicable. (Option – Journal Entry)

20 MIN

GC418 – Reflection Questions – Learning Event Reflection Log – Field Trip, Speaker or Video

GC418-S4 – Learning Event Reflection Log – A Reflection Log consolidates content for long-term retrieval by summarizing a daily or weekly lesson summary, a field trip, a guest speaker or a video. As directed, individually, with a partner or small group, Alexa or Instructor will lead students to listen closely to reflection questions that request learning results, previous learning connections, real-life applications and any clarifications needed. (Option – Journal Entry)

10 MIN

GC417- Reflection Questions – 3 2 1 Dialogue Reflection

GC417-S2 – 3 2 1 Dialogue Reflection – Reflection Logs consolidate content for long-term retrieval. As directed, individually, with a partner or small group, Alexa or Instructor will guide students to respond to three reflection questions to increase understanding and retention. (1) List three things learned. (2) List two things interesting or surprising. (3) List one question that remains unanswered about the lesson. (Option – Journal Entry)

10 MIN

GC416 – Reflection Questions – Activity or Game Reflection Interview Tool

GC416-S4 – Activity or Game Reflection Interview Tool – Following each demonstration, game or activity, Alexa or Instructor will guide students, as directed, individually, with a partner, small group or class to complete the reflective questions provided, to ensure understanding of the learning activity presented. The questions will allow the students to interview and share what they learned today, their previous knowledge and any unanswered questions that they may still have about the lesson topic. By interviewing each other, students will add different perspectives and feedback on the learning activity. (Option – Journal Entry)

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.