Foster Students' Reflective Practice
These learning materials are designed to help students practice self-reflection.
Year Level
Year 5 - 6
Capacity
Downloadable teaching and learning materials
Duration
variable, 1 - 4 lessons
Location
School Site
Term Offered
Whole Year
Curriculum
Science, Health, Design and Technology, Personal and Social
Regional
Yes
Cost
Free
Background
Throughout their schooling, students pick up a range of strategies for tackling different tasks. Some become great at adapting and applying these strategies across subjects and new challenges, while others tend to stick with what worked once, even when it doesn’t quite fit.
When it comes to problem-solving, even our most capable learners can struggle to manage the many moving parts of a real-world challenge. That’s why we focus on building flexible problem-solving competencies—so students can identify their particular skills and preferred roles in problem solving which they can mix and match to find the best solutions. Additionally, this process provides them with areas to focus on for improvement and ways of working that may drive future career choices.
But we can’t just hope they make these connections on their own. We need to guide them through the process, helping them reflect on what worked, what didn’t, how they can adjust their approach, and what they’ll try next time. These reflections also help students recognise their own strengths—sometimes ones they haven’t noticed before—and see the power of working with others who bring different skills to the table. By making reflection a regular part of learning, we give students the tools to become more thoughtful, adaptable problem solvers.
When it comes to problem-solving, even our most capable learners can struggle to manage the many moving parts of a real-world challenge. That’s why we focus on building flexible problem-solving competencies—so students can identify their particular skills and preferred roles in problem solving which they can mix and match to find the best solutions. Additionally, this process provides them with areas to focus on for improvement and ways of working that may drive future career choices.
But we can’t just hope they make these connections on their own. We need to guide them through the process, helping them reflect on what worked, what didn’t, how they can adjust their approach, and what they’ll try next time. These reflections also help students recognise their own strengths—sometimes ones they haven’t noticed before—and see the power of working with others who bring different skills to the table. By making reflection a regular part of learning, we give students the tools to become more thoughtful, adaptable problem solvers.