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Connected Reflection as a Means of Increasing Student Motivation Universities must be the epitome of “learning culture,” with faculty who model lifelong learning. We all know that reflection is crucial to learning; it’s the cornerstone of “continuous improvement,” the never-ending development of our talents and spirits as we go about our daily lives. And because we’re reflecting this year during a moment of global crisis, there’s even more incentive to consider what matters most in our lives and the lives of our students, in our communities, and in our teaching and learning in our courses.
Introduction:
Universities must be the epitome of “learning culture,” with faculty who model lifelong learning. We all know that reflection is crucial to learning; it’s the cornerstone of “continuous improvement,” the never-ending development of our talents and spirits as we go about our daily lives. And because we’re reflecting this year during a moment of global crisis, there’s even more incentive to consider what matters most in our lives and the lives of our students, in our communities, and in our teaching and learning in our courses.
- Higher education has recognized for some time that part of our job is to educate students for a world that is becoming increasingly uncertain. We recognize that part of our education must include assisting students in developing key, transferable job skills such as change management, communication and collaboration, creativity/innovation, and “learning how to learn.” And, without a doubt, the pandemic provided faculty with an opportunity to exhibit flexibility and reactivity to uncertain, changing situations, as well as learning as we devised novel techniques in our transition from classroom to online teaching.
- Let’s take a moment to consider what students had to say about their learning experiences this year. A recent survey about teaching and learning at my small, midwestern liberal arts university revealed a few key themes worth remembering: the need to increase student motivation and provide opportunities for metacognition in order to foster self-directed learning, as well as students’ desire for meaningful learning.
- Meaningful learning can be compared to a tree. Our course materials, textbooks, exams, and discipline-specific learning objectives are all branches of our students’ university experience. The deeper curriculum might then be thought of as the roots.
- The development of those essential habits—habits like studying and creating—requires a slew of other behaviour.
- While it may seem contradictory, the pandemic’s pressures, as well as the change to online/hybrid classes this year, may provide possibilities for deeper learning. We can combine course content with students’ daily life through brief activities that increase student participation and community rapport (including work and their other coursework). By encouraging students to reflect on their study habits and course assignments, we may help them become more self-directed learners. We may practise more whole-person teaching that cultivates critical capacities—such as introspection and resilience—for a world of employment that requires lifelong learning by leveraging our current context.
- Some brief yet effective areas of concentration are outlined in this article, as well as clusters of questions to create your own.
Students have been struggling to stay motivated to complete their course requirements, according to a common comment on the poll. It is always our responsibility to pique people’s attention. Motivation, like assessment, learning, and living things, is a continuous process. We have the opportunity to do what we should always do in our teaching: refashion anything that resembles busywork into more engaging forms, ensure that our assignments and course materials are valuable, and give opportunities for students to develop awareness and skills as learners. It is always our responsibility to communicate why our disciplines important in a compelling and genuine way—and that includes updating how and what we teach in light of how our disciplines connect to current world needs.
Ways to facilitate motivation, metacognition, and a learning community
Using these quick exercises has three advantages:
1) We maintain high motivation by focusing on why our coursework is important to students’ lives.
2) We promote metacognition and self-directed learning, encouraging students to be active participants in their own learning.
3) We foster a strong learning community by having students share their reflections aloud in class or on our discussion boards.
Using these quick exercises has three advantages
1) We maintain high motivation by focusing on why our coursework is important to students’ lives
2) We promote metacognition and self-directed learning, encouraging students to be active participants in their own learning; and
3) We foster a strong learning community by having students share their reflections aloud in class or on our discussion boards.
Course-related question to ponder
Create questions based on major concepts from that week’s class, but be sure to tie it to students’ lives. You have the chance to link your course material to their current life as students, members of sports teams, workers, and potential future employers, as well as social issues and other courses in other fields. You’ll be modelling higher-order integrative thinking while also connecting and meaningfully connecting your course topics.
For instance, how do you see [this week’s course topic] connecting to global news/knowledge or skills you’re developing in other courses?
During a unit on communication skills, a global leadership class asked a more specific question:
Weekly check-in assignment reflection
Our students learn our course material and, more broadly, “learn how to learn” by incorporating a metacognitive component 1) at the outset of class or 2) as an intrinsic element of an assignment, such as an exam wrapper. You could ask pupils the following questions: For you, what in this chapter/assignment was interesting/exciting or useful/valuable? Where did you have a hard time? What strategies did you use to overcome that obstacle? Is there anything about your learning this week, or your work on this type of assignment, that may be improved or approached differently? What steps can you take to accomplish those changes?
Intentions and objectives
Student motivation is aided by an emphasis on interests, intentions, and goals. Goal-setting can be scary for some children; it’s another component of a hidden curriculum for many, so we can assist them to develop this ability as well. Interests, on the other hand, can pique anyone’s curiosity. Our assignments are less likely to be perceived as busywork if we concentrate on areas of motivation. (And let’s make sure it isn’t busywork in our own courageous, pandemic-driven introspection as instructors.) You have the opportunity to introduce yourself and/or ask students questions such as: Why is this course/unit of the course, or this particular learning activity, important? What role will it play in your future career for you (the student)? How would it assist you in your current situation?
Mid-term and end-of-term metacognitive pauses
This has shown to be an effective tool for students to reflect on their learning at midterms or at the conclusion of the semester. Request that students examine their course calendar and describe major takeaways from each week, as well as how they plan to use what they’ve learned in the future. Students can contribute their comments when the LMS is important to the course, as it is for most teachers at the moment. This crowd-sources a list of key insights and lessons learnt in the course. See “Transforming Midterm Evaluations into a Metacognitive Pause,” a prior Faculty Focus article, for additional information on this concept.
Consciousness
Mindfulness encompasses a wide range of approaches, from gratitude lists that help us stay optimistic to breathing exercises that help us focus on learning. Students can benefit from mindfulness activities at the start of class to help them refocus their studies. “How was your weekend?” and other icebreakers are not included. Rather, this is a deliberate practice designed to re-energize overworked students and refocus their attention on studying. Taking two to three minutes to ask students to share a thanksgiving or a vicarious joy (an untapped ability of enjoyment at others’ happiness) after the initial shock of the pandemic helped my pupils reduce distractions, refocus, and gather themselves individually and as a group.
Students reported greater mood at the conclusion of a hard day, increased capacity to focus, and a stronger sense of learning community, all of which improved the overall quality of class discussions. The Center for Contemplative Mind in Society can help you integrate mindfulness into your life.
For all of the aforementioned:
What is the best way to approach this? Simply pick two or three areas to cycle over the semester and tailor each week to your course subject. After all, you only need to ask one question at a time. Students enjoy sharing this information, and they all benefit from the opportunity to reflect on their study and learning processes while learning from the instructor and their peers. These small moments of online or in-person class conversation help to foster a vibrant learning community and more motivated and self-directed learners.
Developing Perception Habits in Our Disciplines
As long-time practitioners in our fields, we develop implicit talents that can lead to some of our students’ most profound learning. John Dewey defines a habit as “the creation of attitudes, emotional and intellectual attitudes…our basic sensitivities and ways of responding to all the conditions we experience in living” in his book Experience and Education. Dewey does not shy away from the emotional components of learning, which are frequently where the deepest learning occurs, where students’ passion for a discipline burns, and where experts’ best ideas emerge. These often-overlooked aspects of learning also house empathy, and it is there that knowledge is found.
Students’ reflection and guidance
Learners consider (or reconsider) an experience when they reflect. If the reflection is critical, it raises questions about how we usually understand or explain events. Meanings are questioned, and assumptions are examined in critical thought. Students’ critical thinking skills improve when they get the opportunity to reflect on their experiences. It also helps them learn things on their own.
FAQ’s
How can teachers encourage students to pay attention and study in a reflective manner?
Before giving an instruction, teachers can prompt attention and concentrated listening, as well as be aware of background noise and distractions. Physical activity settling is seen to be a defining element of attention and reflective learning.
What are the educational advantages of self-reflection?
It has the potential to stimulate lifelong learning. Students are significantly more likely to be invested in a way that will retain their interest if they self-reflect on information consumed: what they are learning, the skills they are gaining, the character development, and so on.
What motivates students to engage in deep learning?
The learner's emotional state. Professor Annemare Carrol of the University of Queensland's School of Education discusses some of the components of the model's emotional engagement component, including adaptive and maladaptive elements that influence student motivation. Deep learning is motivated by social factors.
