Easing into Reflections and Resolutions

This phase, more than the others, is usually tied to more formal or summative assessments. However, it is still good practice to prompt students to reflect and | or resolve any cognitive dissonance, lingering questions, muddy areas etc. This is also the most-often neglected phase – often only coming into play in assessment rather than providing learners opportunities to practise reflection | resolution before being required for evaluation.

Different disciplines reflect using different methods or approaches, even if they claim not to practice reflection. Health may follow the Tanner Model, while Community Services often rely on the Gibbs Model. Business and Technology disciplines may not name it reflection, but What? So What? Now What? for value propositions in Business or the final phases in software development have an aspect of reflection and resolution.

It is more a matter of finding an appropriate tool to capture and communication the reflection:

• hypothes.is, the previously highlighted, baked in tool, can boost reflection.
• Using H5P’s Documentation tool to more formally record connections, extensions, and clarifications is another option.
• Embedding other tools e.g., Google Form can close the learning loop.
• Even simply including the more passive Key Takeaways section at the end of each chapter | module can lead to students reflecting or resolving outstanding issues e.g., gaps in knowledge

An example of the second bookend, Key Takeaways, that could conclude each module | chapter.