In a self-paced course, students complete checkpoint reflections with a focus on work ethics and habits. Feedback gained through the survey informs class and individual discussions. The survey is also designed to give students suggestions on ways to improve their skills.
Geometry teachers at Centennial HS are using an instructional model inspired by the Modern Classroom approach. Teacher Jeffere King implements these checkpoint reflection surveys at the end of each quarter.
How has this impacted student learning?
Students appear to be taking some of the suggestions from the reflection to change behaviors moving forward. This has helped the students who want to do better do so. When students have made changes to their work habits, they immediately see an improvement.
How has this impacted student agency and engagement?
This reflection shows students how they are in charge of their learning. It helps them see ways they can improve their work habits. Students who implement the ideas shared in the survey take more ownership and do better.
Would you change anything?
Next year, I plan on working on gradual release of the executive brain function skills and integrate them into the lessons from the start. I would help model those skills for students to transfer it to their own learning. I would also add an additional reflection early in the first 9-weeks to get a feel for how students are doing with their ownership and agency.
Do you do anything to differentiate the reflection or the goal setting?
All students complete the same form. It’s personal for each student.
Which future ready skills does this practice best bolster?
Embrace Challenges - learning from mistakes; new strategies; building from success/failure