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MB Reflection Questions

The document outlines reflection questions for educators to consider before, during, and after a unit of study. It emphasizes the importance of understanding student backgrounds, engagement levels, and learning outcomes to enhance teaching effectiveness. Additionally, it encourages the exploration of interdisciplinary connections and the potential for service learning opportunities.

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lori.m.nugent12
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6 views1 page

MB Reflection Questions

The document outlines reflection questions for educators to consider before, during, and after a unit of study. It emphasizes the importance of understanding student backgrounds, engagement levels, and learning outcomes to enhance teaching effectiveness. Additionally, it encourages the exploration of interdisciplinary connections and the potential for service learning opportunities.

Uploaded by

lori.m.nugent12
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

MB Reflection Questions

Prior to studying the unit


Questions to focus on: Why do we think that the unit or the selection of topics will be
interesting? What do students already know, and what can they do? What have students
encountered in this discipline before? What does experience tell us about what to expect in this
unit? What attributes of the learner profile does this unit offer students opportunities to develop?
What potential interdisciplinary connections can we identify? What do we know about students’
preferences and patterns of interaction? Are there any possible opportunities for meaningful
service learning? What in the unit might be inspiring for community or personal projects? Could
we develop authentic opportunities for service learning? How can we use students’
multilingualism as a resource for learning?

During the unit


Questions to focus on: What difficulties did we encounter while completing the unit or the
summative assessment task(s)? What resources are proving useful, and what other resources
do we need? What student inquiries are emerging? What can we adjust or change? What skills
need more practice? What is the level of student engagement? How can we scaffold learning for
students who need more guidance? What is happening in the world right now with which we
could connect teaching and learning in this unit? How well are the learning experiences aligned
with the unit’s objectives? What opportunities are we hearing to help students explore the
interpretative nature of knowledge, including personal biases that might be retained, revised or
rejected? (DP theory of knowledge skills development)

Questions to focus on: What were the learning outcomes of this unit? How well did the
summative assessment task serve to distinguish levels of achievement? Was the task
sufficiently complex to allow students to reach the highest levels? What evidence of learning
can we identify? What artifacts of learning should we document? Which teaching strategies
were effective? Why? What was surprising? What student-initiated action did we notice? What
will we do differently next time? How will we build on our experience to plan the next unit? How
effectively did we differentiate learning in this unit? What can students carry forward from this
unit to the next year/level of study? Which subject groups could we work with next time? What
did we learn from standardizing the assessment?

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