Self-Reflection - Pedagogy that Aids Transition for Higher-Ed Students

Check out the PATHS introduction to self-reflection video

About this attribute

Self-reflection involves engaging in an examination of oneself to gain transformative insights to apply to future experiences.

Where to start? Follow this pathway for a complete learning experience or pick the scenario that applies to your course. Each section includes:

A description of the learning object and associated learning outcomes
Estimated activity time
Instructor notes and helpful suggestions
Options to download or embed resources
Video transcripts and accessible document versions

For examples of how to organize content in eClass, visit our demo site.

New to H5P? Learn more about using and adapting H5Ps in eClass here.

Incorporating self-reflection

Estimated Reading Time: 1 minute

Be Intentional

Identify opportunities to incorporate self-reflection and strategies to teach self-reflection skills. For example, you might decide to build self-reflection questions into your lectures, ask students to reflect after a learning experience or submit a written reflection.
Decide when to focus on opportunities for students to practice self-reflection through summative and formative assessments, writing activities, or when to prompt reflective thinking during class.

Be Clear

Talk to students about self-reflection skills, explain why these skills are important and when they can use them. Identify opportunities for students to use these skills daily and how they are used in different disciplines.
Introduce students to self-reflection by incorporating PATHS tools and learning objects into your course.

Be Mindful

Select meaningful opportunities that align with the course learning objectives and let others go. Students should not be overwhelmed with strategies and activities.
Ensure activities and opportunities are presented in accessible and inclusive formats.

Explore strategies

Estimated Reading Time: 2 minutes

Instructional Practices
Learning Activities
Assessments

Description and Examples	PATHS Tools
Find opportunities to model self-reflection during class time, and share how reflective practice has benefited your professional career and learning.	Learning About Reflection Frameworks Scaffolded Learning with Timely Feedback Pathway
Identify opportunities for students to practice self-reflection and nudge students to think reflectively during and after various learning activities and experiences.	Help Students Develop Reflective Practice
Embed self-reflection strategically within Experiential Learning opportunities in your course.	Practicing Self-Reflection Through Writing

Description and Examples	PATHS Tools
Introduce students to self-reflection early on with small, low-stakes activities (e.g. reflecting on a past learning experience, discussion questions).¹	Introduce Students to Self-Reflection
Learning Journal: Ask students to complete self-reflection entries as part of a learning journal. Students can submit entries for assessment if required.	Practicing Self-Reflection Through Writing
Online discussion forums: Ask students to practice reflective thinking by contributing to a weekly online discussion forum about class topics or concrete experiences.	Practicing Self-Reflection Through Writing
Ask students to reflect on their learning experiences using questions and prompts after key milestones (e.g. after a midterm, at the end of a course)	Help Students Develop Reflective Practice
Experiential Education: Ask students to submit a written reflection to explore an experiential learning experience they have engaged in.	Guided Self-Reflection Writing Activity

Description and Examples	PATHS Tools
Build self-reflection into assignments or prompt self-reflection before and after tests.	Learning About Reflection Frameworks Help Students Develop Reflective Practice
Design portfolio-based assessments where students engage in ongoing reflective practice throughout the course and develop a culminating portfolio to connect the learning to real world situations or their future career goals.²
Provide students with self-assessment tools and encourage students to evaluate their own performance.	Student Self-Assessment
Provide students with guidance using rubrics.	Self-Reflection Rubric
Provide effective feedback to help students assess learning progress, quality of their reflections, and identify strengths and weaknesses.

Helpful considerations

It is important to ensure accessible and inclusive opportunities for students to complete activities and practice developing their self-regulation skills.
It is important to provide students with sufficient time to practice self-reflection, however, students should focus on the quality of their reflection as opposed to how much time they are spending reflecting.
Consider using self-reflection with teamwork activities, after the team activity ends.

End Notes:

York University, Faculty of Health. “Reflection in Experiential Education”.
UNSW Sydney. “Assessing by Portfolio”.

University of Waterloo, Centre for Teaching Excellence. “Reflection Framework and Prompts”.

University of Waterloo, Centre for Teaching Excellence. “Critical Reflection”.

Wilfrid Laurier, “Reflective Writing”.

Using PATHS learning objects

Estimated Reading Time: 1 minute

Customize PATHS tools to incorporate examples and information specific to the course topic, divide information and lessons into smaller activities, and make connections for students between course content and real-word examples (e.g. discuss how professionals in your discipline use reflective practice).
Include PATHS tools as stand-alone learning objects or supplementary content to support class assignments, activities, and tasks. PATHS tools can be graded or ungraded activities.
Avoid using PATHS tools solely as an “additional resource” for students to explore on their own time.
Explicitly introduce PATHS activities to students. You can do so during class, in your syllabus, online, or as a class announcement.
Identify where you may need to provide alternate versions and accessible documents for students, these options are provided across all PATHS tools

Self-reflection is a powerful tool

Self-reflection helps students make important insights and improve performance and decision-making. Opportunities for self-reflection enable students to build awareness of their own learning skills and develop their abilities to analyze, think critically, communicate, and form connections between course content and real-world contexts.

Learning about self-reflection
Learning about reflection frameworks

Learning about self-reflection

Estimated time: 5 minutes

Format: Interactive Video

Description: Students will learn the definition of self-reflection, its importance for learning, how to develop reflective thinking, and how to use the “What, So What, Now What?” reflection framework.

Note for instructors: Instructors can assign this video to encourage reflective thinking, in preparation for a reflection assignment or earlier.

Suggestion: Instructors can pair this interactive video with any items from the “Help students develop reflective practice” section.

Student Learning Object (H5P)

Other available formats: Video Transcript

Three steps to self-reflection: What, So What, Now What?

Estimated time: 2-3 minutes

Format: Infographic

Description: Students will learn about the What, So, What, Now What? reflection framework and can follow the steps outlined to practice self-reflection.

Note for instructors: This infographic provides an alternate and detailed version of the What, So What, Now What? reflection framework as introduced to students in “Learning about self-reflection” tab. Instructors may choose to use this item as a stand-alone or supplementary content.

Suggestion: Instructors can share this information in class or as part of an announcement in eClass upon the start of a reflection assignment or include this learning object in a self-reflection assignment.

Student Learning Object

Six steps to elevate your self-reflection

Estimated time: 1-2 minutes

Format: Infographic

Description: This infographic builds on the What, So What, Now What reflection framework and provides an alternate framework, with fewer prompts, for students to use as they develop their reflection skills.

Note for instructors: Instructors may choose to use this item as a stand-alone or supplementary content.

Student Learning Object

The benefits of self-reflection

To set students up for success and help them to become aware of their reflective processes, providing students with opportunities to implement self-reflection as a daily practice will help students intentionally incorporate and use self-reflection to support their learning.

Five tips for practicing self-reflection
Practicing self-reflection through writing
Practicing self-reflection with daily check-ins

Five tips for practicing self-reflection

Estimated time: 4 minutes

Format: Video

Description: In this short video, students will learn five tips to help them practice self-reflection in an academic setting, including factors to consider when writing a formal self-reflection for a course.

Note for instructors: Instructors can assign this video to encourage reflective thinking, in preparation for a reflection assignment or earlier.

Student Learning Object (H5P)

Other available formats: Video Transcript

Guided self-reflection writing activity

Estimated time: N/A

Format: Activity (Worksheet)

Description: Students will follow along with this guided activity and use the What, So What, Now What? framework to write their own self-reflection.

Note for instructors: This introductory level tool can be used to help students become familiar with the process of self-reflection by using reflection frameworks to guide their thinking and writing.

Suggestion: Instructors can use this learning object as a template for course self-reflection assignments or as a template for low-stakes activities to help students develop their self-reflection skills.

Student Learning Object (H5P)

Other available formats: Word Document

Mini self-reflection writing activity

Estimated time: N/A

Format: Activity

Description: Students have an opportunity to develop their existing self-reflection skills to complete a written self-reflection with limited guidance.

Note for instructors: As students become more comfortable writing and practicing self-reflection, they may not require the same level of guidance included in the “Guided self-reflection writing activity”. With this condensed tool, students can further develop their self-reflection skills.

Suggestion: Instructors can use this learning object as a template for self-reflection assignments -stakes activities to help students develop their self-reflection skills, or as an in-class activity to gauge student experience and learning.

Student Learning Object (H5P)

Other available formats: Word Document

Daily self-reflection check-in

Estimated time: N/A

Format: Activity

Description: Students can use this tool as a quick, daily check-in to prompt reflection and development of self-reflection skills and habits.

Note for instructors: Instructors can include this tool as a prompt to help students incorporate reflective thinking while learning.

Suggestion: Instructors can use this learning object for low-stakes activities to help students develop their self-reflection skills, or as an in-class activity to gauge student experience and learning at the end of a class.

Student Learning Object (H5P)

Other available formats: Word Document, Infographic

Self-reflection frameworks are tools

Self-reflection frameworks can help students develop their skills and learn how to meaningfully practice self-reflection in class and in their daily lives. As students develop this skill, they can approach self-reflection assignments and activities with improved confidence.

Student Self-Assessment
Evaluation Rubric

Student self-assessment

Estimated time: N/A

Format: Activity

Description: Students will self-assess their self-reflection skills against a set of criteria (self-awareness, clarity, relevance, analysis, interconnection).

Note of instructors: This learning object can be used at key times throughout a course (e.g. students can use this tool before a reflection assignment is due).

Student Learning Object (H5P)

Other available formats: Word Document

Evaluation rubric

Estimated time: N/A

Format: Rubric

Description: Instructors can use this rubric as a guide for students and to evaluate and provide feedback to students about their self-reflection skills.

Note for instructors: This tool can be adapted to include criteria relevant to your course or an assignment. Instructors can also remove the scoring component in this tool as well, if needed.

Evaluation Rubric (PDF)

Other available formats: Word Document

Evaluation tools help students gain valuable insights

Reflecting will look different for each student but assessing the quality of a student’s self-reflection can provide beneficial information they can use to further develop this skill.