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"When we provide students the time and place for reflection, we empower them as learners and thinkers. Reflection on a lesson or on their own progress also allows them to build skills in critical thinking that they can apply when they are problem-solving and learning on their own."

Identifes key aspects of reflective writing how this relates to critical thinking

Colleen Pennell, of the Nerdy Book Club reflects on her teen daughters early disinterest in reading. "My guess is that many girl readers who are reluctant may not have been provided enough choice over what they read and/or have been fed a nonstop diet of leveled books since kindergarten. Moreover, little respect has been afforded to the multiple types of texts, both traditional and nontraditional, that girls consume. In this blog post, I reflect upon the reading lives of girls, especially those who are reluctant, and focus upon three avenues that can help all girls feel like a member of the literacy club."

This routine helps students to reflect on their thinking about a topic or issue and explore how and why that thinking has changed. It can be useful in consolidating new learning as students identify their new understandings, opinions, and beliefs. By examining and explaining how and why their thinking has changed, students are developing their reasoning abilities and recognizing cause and effect relationships.

Annette Lamb and Larry Johnson on the importance of evidence and reflection in school library media programs

Critical writing depends on critical reading. Most of the papers you write will involve reflection on written texts - the thinking and research that has already been done on your subject. In order to write your own analysis of this subject, you will need to do careful critical reading of sources and to use them critically to make your own argument. The judgments and interpretations you make of the texts you read are the first steps towards formulating your own approach.

Including: previewing, contextualising, questioning, reflecting, outlining and summarising, evaluation and comparing and contrasting. These strategies can also be applied to critical writing.

This classroom guide is intended to inspire and expand your thinking about effective assessment for project-based learning. The tips are organized to follow the arc of a project. First comes planning, then the launch into active learning, and then a culminating presentation. Reflection is the final stage. Download this today and get started!

Tips for sorting reflective journal blog posts - categories on this page, but further assistance if you searhc

A Digital Novel (2012) ... set in a technology saturated near future, Inanimate Alice tells the story of a girl called Alice, merging text with animation, videos, music and games to explore what it means to conduct your life online. Requires user action to drive the story forward.Uses text, images, music, sound effects, puzzles and games to illustrate and enhance the narrative. Each a self-contained story, the chapters become more complex as the narrative unfolds reflecting Alice's age and competency as she develops towards her calling as a game animator and designer. See the Teacher's Notes for information on using this title with students.

"Here are six handpicked examples of digital storytelling where we believe great writing is combined with great imagery to create authentic content, and a brilliant digital story." A selection of interactive documentaries that reflect literary non-fiction. Target audience is adult and senior secondary.

A gateway to a series of literature response activities that support and reflect values in education and could be adapted to support the Australian Curriculum General Capabilities and Cross Curriculum Priorities. Examples are over a decade old but the for layout and critical thinking strategies embedded are still relevant.

Blog post considers the gap between teaching the mechanics of reading with the challenges of encouraging self reflection and metacognitive practices to connect to texts - this can be scary stuff for students.

"To develop understanding of a topic or subject area, one has to experience and engage in Authentic Intellectual Activity. That means solving problems, making decisions, and developing new understanding using methods and tools (Ritchhart, Church & Morrison, 2011). Exploring a range of Thinking Pathways allows teachers and students to move beyond surface learning that focuses on the memorisation of knowledge and facts, to more deep and reflective learning that is focused on developing understanding through more active and constructive processes."

"Most online learning experiences are linear and contained. What if we used the vastness of the internet to enrich online learning experiences? One way to do so is to employ a constructivist approach. Constructivism is a learning theory that emphasizes student agency through self-guided exploration, reflection, and evaluation. "

"ow well do your students learn when they read online? What are the outcomes of on-screen reading compared with reading in print? Current research suggests that reading online results in lower understanding and less critical reflection. What might this mean for our students' learning and for society?"

"Reading isn't generally considered a dynamic activity, but students who participate in a StoryWalk get to not only hear a great story but stimulate parts of their brain that are normally at rest when they sit down with a book. Instead of snuggling up in a cozy reading spot, readers are presented with colorful pages from an illustrated book, displayed one-by-one on stakes as they stroll along an indoor or outdoor walking path. Readers are able to take their time and reflect on the subtle nuances of the story, make inferences about what may happen next, and have co-constructed conversations with any walking partners."

Teacher librarians have a key role to play in the development of information literacy. School leaders are encouraged to support their teacher librarians to develop clear role statements, reflecting their dual role as both teachers and information specialists.

The School Library Impact Measure (SLIM) is a toolkit that enables you to assess student learning through guided inquiry in the school library. It consists of four instruments that elicit students' reflections on their learning at three points in their inquiry process. The toolkit will enable collaborating school librarian - teacher teams to chart changes in students' knowledge and experiences throughout the process.

The Story Map interactive includes a set of graphic organizers designed to assist teachers and students in prewriting and postreading activities. The organizers are intended to focus on the key elements of character, setting, conflict, and resolution development. Students can develop multiple characters, for example, in preparation for writing their own fiction, or they may reflect on and further develop characters from stories they have read. After completing individual sections or the entire organizer, students have the ability to print out their final versions for feedback and assessment. The versatility of this tool allows it to be used in multiple contexts. The quality of this activity is the different foci and purposes under the grade level tabs.