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When students become reflective about the teaching and learning process, they are strengthening their own capacity to learn. Central to this is the principal of reflection as metacognition, where students are aware of and can describe their thinking in a way that allows them to "close the gap" between what they know and what they need to learn.Reflection is about students becoming aware of their own thinking processes, and being able to make those transparent to others. It enables assessment of the "why" and "how" of the learning, and what needs to be done as a result.
Reflection readily follows on from self or peer assessment. When students and teachers routinely reflect they will be able to easily describe:
what is intended to be learnt
where they have got to the learning process
where they will go next
the learning culture in the classroom.
is the teacher's responsibility to support students to improve their skills in reflection. Teachers should model and teach reflective processes to the students, plan lessons to incorporate time for student reflection, and use those same skills to reflect on and improve their own practice.
