Student reflections

Just as teachers will reflect upon the completion of a unit of inquiry, it is important to invite students to reflect as well. This can take many forms, such as whole group discussions, student conversations, written reflections and self-assessment on the process and outcomes of their new understanding. Teachers may use these reflections to help inform this portion of the reflection process, which is aimed to consider how students have interacted with the unit of inquiry.

The following reflective prompts support in the facilitation of student reflections (these questions are intended to be posed to teachers, while thinking about the perspectives of their students):

• What student initiated inquiries arose and how did they inform the process of inquiry? What adjustments were made, and how did this enrich learning?

• How are students supported in having voice, choice and ownership in the unit of inquiry? (For example, through: co-constructing learning goals and success criteria, being engaged in student-initiated inquiries and action, being involved in self-assessing and self-regulating, co-designing learning spaces and so on.)

• How have these experiences impacted on how students feel about their learning? (For example, through: developing and demonstrating attributes of the learner profile and approaches to learning, developing understanding of the central idea, achieving learning goals, taking action and so on).

-PYP Planning Template