Essay on Teaching Explicit Learning Strategies For Students
Reflection is aspect of many macrostrategies (Marzano, 2007). As students reflect on their learning, they gain important assessment information about how they perceive the efficacy of their thinking (Costa & identify and record their areas of confusion not only enhances their learning, but also provides the teacher with valuable diagnostic information (Butler & Winne, 1995; Cross, 1998). I love having students reflect on their learning. I have found that when I build in student reflection to their assignments, engagement increases. I have found that when I ask students to reflect on their learning, students put more effort into the assigned tasks. Marzano (2007) states that at the completion of critical-input experiences, ask students to actively process information learned. When students record the areas of success and confusion I feel it enhances their overall learning
Kallick, 2008). Specifically, it has been reported that asking students to experience. Ross, Hogaboam-Gray, and Rolheiser (2002) state, there are at least three useful reflection questions (p.57):
• What were you right and wrong about?
• How confident are you about what you have learned?
• What did you do well during your learning…