Reflection as a process skill
Good skill development requires four steps:
- Instruction and modeling of the skill;
- Practice of the skill;
- Feedback on one’s practice;
- Reflection on the practice and feedback.
Reflection itself is a skill that enhances the process of skill development and virtually all learning in innumerable settings. Those of us who are educators, for example, need to continually reflect upon what is working or not working in our teaching, how we can improve what we are doing, how we can help our students make connections to what they are learning, and much, much more. Thus, it is critical for students to learn to effectively reflect upon their learning and growth.
As a skill, reflection is not something that can be mastered in one or two attempts. Developing good reflective skills requires instruction and modeling, lots of practice, feedback and reflection. As many of you have probably encountered, when students are first asked to respond to prompts such as “I selected this piece because…” they may respond with “I think it is nice.” Okay, that’s a start. But we would like them to elaborate on that response. The fact that they did not initially elaborate is probably not just a result of resistance or reluctance. Students need to learn how to respond to such prompts. They need to learn how to effectively identify strengths and weaknesses, to set realistic goals for themselves and their work, and to develop meaningful strategies to address those goals. Students often have become dependent upon adults, particularly teachers, to evaluate their work. They need to learn self-assessment.
At Art Yowza …… my hope is that
• students are learning in the process of developing a solution,
• teachers are facilitating the process
The students’ solutions becomes an assessment of
•how well the students can meaningfully apply the concepts
* the quality of the teacher, experience and education