Year 1, Lesson 2.1: Reflection

Unit Learning Goal

Students will practice self-reflection and develop a purpose-driven mission.

Lesson Goal

Students will be able to define reflection and integrate habits of self-reflection into their practice.

Assessment

  • Monitor participation during reflection activities for understanding.

  • Evaluate Mirror Test handouts to ensure comprehensive responses.

  • Analyze Exit Tickets for identification of suitable reflection routines.

CASEL Alignment

Self-Awareness

Portfolio Documentation

Resources

Prerequisites

None

Total Time

45 minutes

  • Remind Students that in your last lesson you discussed the concept of different ethical paradigms.

    Give your students one minute to “Turn & Talk” and define one of the following paradigms of their choosing to each other:

    • Utilitarianism

    • Deontology

    • Virtue Ethics

    Consider offering these review definitions on the front board:

    • Utilitarianism: do what will make the most people happy

    • Deontology: act how everyone should act

    • Virtue: do what will help you lead a flourishing life

    Note to students that today you will be learning about reflection, and ethical decisions are often guided by our ability to self-reflect.

1. Opener: What IS reflection? [5 minutes]

  • Ask the class how they define “reflection.”

  • Provide additional definitions - use your own definition or one of the following:

    • “Careful consideration, a thought occurring in consideration or meditation” (dictionary.com)

    • “The process of engaging in attentive, critical, exploratory and iterative interactions with one’s own thoughts and actions, and their underlying conceptual frame, with a view to change.” (Nguyen et al., 2014)

  • Tell students that the Good Project describes reflection as a process of:

Routinely stopping, pausing, and considering where one is coming from, what one has learned, and where one is wanting to go or what one hopes to achieve.

  • Tell students that the expectation is that this process of reflection becomes a habit in a student’s life.

2. How do we reflect? [15 minutes]

  • Explain to the class there are multiple ways to reflect, some of which we do in and outside of class regularly. We can reflect silently, with partners, or in large groups (for example, as a class). Explain that you are going to begin by looking at the “where one is coming from” and “what one has learned” parts of reflection.

  • Choose one of the following to offer as an example that you might want to add to your routine in your classroom this year:

    • Think to yourself: Ask students: What’s something you’ve done well today? Provide a minute for students to think silently.

    • Thumb Gauge: Ask students to respond with a thumbs-up, thumbs-sideways, or thumbs-down: “How well did you sleep last night?” (Students may want to all close their eyes when sharing so that they feel comfortable.)

    • Fist to Five: Ask students to respond with a zero (a fist) up to a five (five fingers) to “How prepared did you feel for school today?”

    • Provide other examples: journaling, drawing, etc.

  • Now that you’ve discussed the “where one is coming from” or “what one has learned” part of reflection, explain that you’re going to look at the “where one is wanting to go” or “what one hopes to achieve” parts of reflection.

  • Choose the appropriate follow up depending upon which exercise you did above:

    • Think to yourself: Ask students: “Now that you’ve thought about what you’ve done well today, think about: what might that help you do well in the future?” Provide a minute for students to think silently.

    • Thumb Gauge: Ask students: “Now that you’ve thought about how well you slept last night, how do you think that might affect what you can achieve at school today? What does that tell you about how you should think about sleep in the future?”

    • Fist to Five: Ask students: “Now that you’ve thought about how prepared you feel for school today, are there things you would change to feel more prepared for school tomorrow?”

  • Note to students that by reflecting on our past actions, thoughts, and beliefs we have more information about what types of changes we need to make in order to reach our goals.

3. Mirror Test. [20 Minutes]

  • Ask students to conduct their own “Mirror Test”. Emphasize to students that this process of self-reflection should be a regular practice, revised every month or every other month.

  • Encourage students to consider what they discerned during the previous class discussions: e.g., how do ethics translate into behaviors and choices? Discourage students from focusing on aspects like their physical appearance as the word “Mirror” might suggest—encourage them to go deeper and think about their beliefs and values and what is “inside” (what other people cannot see).

  • Students should fill out the Mirror Test Handout as they complete this assignment. Alternatively, students can record their response (video and/or audio) or illustrate their responses:

    • When I look in the mirror, what do I see? How do I describe myself?

    • What are my beliefs?

    • What do I feel good about?

    • What do I want to improve?

    • What changes do I want to make in my life?

    • How would my family describe me?

    • How would my friends describe me?

    • Who do I know that could help me with the changes I want to make in my life?

  • Keep the written reflection for the Good Work Portfolio.

  • “I asked students to record a 1-2 minute video that grasps their personal experience, immediately after they answered the Mirror Test or at least the same day. They were told to talk about their thoughts about the following three questions in the video: How do you feel when you were answering the Mirror Test? / What was easy? / What was difficult?”

    - Educator from The Good Project Community of Practice

4. Closing and Exit Ticket. [5 minutes]

  • Ask students to complete the Lesson 2.1 Exit Ticket.

  • Students will identify a new weekly reflection habit they want to build outside of class.

  • Keep the written reflection for the Good Work Portfolio.

Lesson Walkthrough

Watch this short video guide for lesson specific advice from The Good Project Research Team.