Learners respond to written prompts that connect learning experiences within the course to other course topics or experiences of the students outside of the classroom. Reflective assignments are most effective when the questions encourage deep metacognitive analysis and are only graded based on effort rather than content.
| Individual/Group Activity | Individually |
| Class Size | Small (<25), Medium (25-50), & Large (51-200) |
| Bloom’s Taxonomy Level | Apply |
| Development Initial | Transitional Knowing |
| Minimum Time to Facilitate | 31 – 45 Minutes |
| Minimum Time to Debrief | < 15 Minutes |
| PDFs | Here |
Additional Resources
Farrah, M. (2012). Reflective journal writing as an effective technique in the writing process. An-Najah University Journal for Research-B (Humanities), 26(4), 997-1025: https://journals.najah.edu/journal/anujr-b/issue/anujr-b-v26-i4/article/64/
Ramadhanti, D., Ghazali, A., Hasanah, M., Harsiati, T., & Yanda, D. (2020). The use of reflective journal as a tool for monitoring of metacognition growth in writing. International Journal of Emerging Technologies in Learning (IJET), 15(11), 162-187: https://www.learntechlib.org/p/217098/
King, T. (2002, July). Development of student skills in reflective writing. In Spheres of Influence: Ventures and Visions in Educational Development. Proceedings of the 4th World Conference of the International Consortium for Educational Development. Perth: The University of Western Australia: https://www.kesland.info/BUDH_Archive/BackUpHarchive/apel/stuskill.pdf