Section A, example 2: Reflection for MYP students
Elements of reflection
Key to understanding reflection is clarifying what reflection is not and what reflection is. Four basic
elements can assist in creating a frame for reflection.
Describing what happened. Students want to tell the story of what took place. In so doing they
reference the memorable moments. They relive—through what they choose to re-tell—what has
been more important or influential, what went well or was difficult, obstacles and successes. This
creates a cognitive framework for further examination. From here they can more easily extend to
their affective realm. If students simply report or describe what happened, this would not constitute
reflection.
Expressing feelings. Students articulate their emotions and feelings regarding their experience,
and in so doing establish references for the development of their emotional literacy. This requires
moving beyond a cursory response of I felt good to a more articulate depiction of their range of
emotions. Further expression may include how the awareness of their emotions impacts what
occurred and their present response to the events.
These first two elements that include cognitive and affective examination are the foundation of
reflection. The following two elements continue to add depth and expand perspective.
Generating ideas. An experience, event or moment worthy of reflection typically is generative, and
can provoke an idea about ones’ self or the situation. This can lead to rethinking a premise or re-
evaluating a choice that might have been different. Students may extend their ideas into new
possibilities.
Asking questions. Surely reflection can inspire students to wonder in a myriad of directions about
what has occurred already and what might occur in the future. Questions can be about people (self
and others) and process. They can be about a moment in time or about an underlying issue of
global concern. Questions propel further thinking and ongoing inquiry.
Using this model as a guide for reflection can engage students in new perspectives and understanding.
Reflection can become a dynamic means of self-knowing rather than an imposed requirement. For MYP
service students who are amidst a range of experiences and influences, this provides them with a
formidable opportunity to participate in the notion of learn, unlearn, and relearn. Futurist Alvin Toffler coined
this concept as recorded in his statement, “The illiterate of the 21 st century will not be those who cannot
read and write, but those who cannot learn, unlearn, and relearn.” This is a sentiment through the ages as
noted by Greek philosopher Antisthenes who stated, “The most useful piece of learning for the uses of life
is to unlearn what is untrue.” Being able to discern and gain accurate useful knowledge and grow in ones
values are in alignment with the intention of the MYP service experience. This can occur through reflection.
Still, further exploration of what reflection is and is not will add greater clarity, especially when developed by
the MYP service students’ in their own language and terms. This can be a rich exploration with students to
replace preconceptions of reflection with a more accurate understanding. This chart represents a
compilation of ideas gathered through such an interactive exploration with participants generating ideas in
small groups. Discussion followed.
Approaches to learning, inquiry and service teacher support material 1
Section A, example 2: Reflection for MYP students
Reflection in MYP service
Reflection is not Reflection is
forced honest
right or wrong varied
good or bad done in many different ways
to be graded sometimes boring
difficult sometimes difficult
copying what someone else said sometimes creative
predictable building self-awareness
to be judged by others necessary for learning
done to please someone else surprising
a waste of time sometimes really fun
only written helpful for planning
only discussion done alone or with others
only led by teachers about thoughts, feelings, and ideas
Once reflection has taken place, feedback—the response from another person—is seen as beneficial and
even necessary. This could be the MYP service coordinator or advisor, an adult involved in one of the
student’s MYP service pursuits, or other students. Feedback provides acknowledgment, a confirmation of
the students’ depth of understanding or insight. This could be simply an acknowledgment or feedback may
introduce a conversation or response if desired by the MYP service student.
Approaches to learning, inquiry and service teacher support material 2
Section A, example 2: Reflection for MYP students
Elements of reflection
Key to understanding reflection is clarifying what reflection is not and what reflection is. Four basic
elements can assist in creating a frame for reflection.
Describing what happened. Students want to tell the story of what took place. In so doing they
reference the memorable moments. They relive—through what they choose to re-tell—what has
been more important or influential, what went well or was difficult, obstacles and successes. This
creates a cognitive framework for further examination. From here they can more easily extend to
their affective realm. If students simply report or describe what happened, this would not constitute
reflection.
Expressing feelings. Students articulate their emotions and feelings regarding their experience,
and in so doing establish references for the development of their emotional literacy. This requires
moving beyond a cursory response of I felt good to a more articulate depiction of their range of
emotions. Further expression may include how the awareness of their emotions impacts what
occurred and their present response to the events.
These first two elements that include cognitive and affective examination are the foundation of
reflection. The following two elements continue to add depth and expand perspective.
Generating ideas. An experience, event or moment worthy of reflection typically is generative, and
can provoke an idea about ones’ self or the situation. This can lead to rethinking a premise or re-
evaluating a choice that might have been different. Students may extend their ideas into new
possibilities.
Asking questions. Surely reflection can inspire students to wonder in a myriad of directions about
what has occurred already and what might occur in the future. Questions can be about people (self
and others) and process. They can be about a moment in time or about an underlying issue of
global concern. Questions propel further thinking and ongoing inquiry.
Using this model as a guide for reflection can engage students in new perspectives and understanding.
Reflection can become a dynamic means of self-knowing rather than an imposed requirement. For MYP
service students who are amidst a range of experiences and influences, this provides them with a
formidable opportunity to participate in the notion of learn, unlearn, and relearn. Futurist Alvin Toffler coined
this concept as recorded in his statement, “The illiterate of the 21 st century will not be those who cannot
read and write, but those who cannot learn, unlearn, and relearn.” This is a sentiment through the ages as
noted by Greek philosopher Antisthenes who stated, “The most useful piece of learning for the uses of life
is to unlearn what is untrue.” Being able to discern and gain accurate useful knowledge and grow in ones
values are in alignment with the intention of the MYP service experience. This can occur through reflection.
Still, further exploration of what reflection is and is not will add greater clarity, especially when developed by
the MYP service students’ in their own language and terms. This can be a rich exploration with students to
replace preconceptions of reflection with a more accurate understanding. This chart represents a
compilation of ideas gathered through such an interactive exploration with participants generating ideas in
small groups. Discussion followed.
Approaches to learning, inquiry and service teacher support material 3
Section A, example 2: Reflection for MYP students
Elements of reflection
Key to understanding reflection is clarifying what reflection is not and what reflection is. Four basic
elements can assist in creating a frame for reflection.
Describing what happened. Students want to tell the story of what took place. In so doing they
reference the memorable moments. They relive—through what they choose to re-tell—what has
been more important or influential, what went well or was difficult, obstacles and successes. This
creates a cognitive framework for further examination. From here they can more easily extend to
their affective realm. If students simply report or describe what happened, this would not constitute
reflection.
Expressing feelings. Students articulate their emotions and feelings regarding their experience,
and in so doing establish references for the development of their emotional literacy. This requires
moving beyond a cursory response of I felt good to a more articulate depiction of their range of
emotions. Further expression may include how the awareness of their emotions impacts what
occurred and their present response to the events.
These first two elements that include cognitive and affective examination are the foundation of
reflection. The following two elements continue to add depth and expand perspective.
Generating ideas. An experience, event or moment worthy of reflection typically is generative, and
can provoke an idea about ones’ self or the situation. This can lead to rethinking a premise or re-
evaluating a choice that might have been different. Students may extend their ideas into new
possibilities.
Asking questions. Surely reflection can inspire students to wonder in a myriad of directions about
what has occurred already and what might occur in the future. Questions can be about people (self
and others) and process. They can be about a moment in time or about an underlying issue of
global concern. Questions propel further thinking and ongoing inquiry.
Using this model as a guide for reflection can engage students in new perspectives and understanding.
Reflection can become a dynamic means of self-knowing rather than an imposed requirement. For MYP
service students who are amidst a range of experiences and influences, this provides them with a
formidable opportunity to participate in the notion of learn, unlearn, and relearn. Futurist Alvin Toffler coined
this concept as recorded in his statement, “The illiterate of the 21 st century will not be those who cannot
read and write, but those who cannot learn, unlearn, and relearn.” This is a sentiment through the ages as
noted by Greek philosopher Antisthenes who stated, “The most useful piece of learning for the uses of life
is to unlearn what is untrue.” Being able to discern and gain accurate useful knowledge and grow in ones
values are in alignment with the intention of the MYP service experience. This can occur through reflection.
Still, further exploration of what reflection is and is not will add greater clarity, especially when developed by
the MYP service students’ in their own language and terms. This can be a rich exploration with students to
replace preconceptions of reflection with a more accurate understanding. This chart represents a
compilation of ideas gathered through such an interactive exploration with participants generating ideas in
small groups. Discussion followed.
Approaches to learning, inquiry and service teacher support material 4
Section A, example 2: Reflection for MYP students
Elements of reflection
Key to understanding reflection is clarifying what reflection is not and what reflection is. Four basic
elements can assist in creating a frame for reflection.
Describing what happened. Students want to tell the story of what took place. In so doing they
reference the memorable moments. They relive—through what they choose to re-tell—what has
been more important or influential, what went well or was difficult, obstacles and successes. This
creates a cognitive framework for further examination. From here they can more easily extend to
their affective realm. If students simply report or describe what happened, this would not constitute
reflection.
Expressing feelings. Students articulate their emotions and feelings regarding their experience,
and in so doing establish references for the development of their emotional literacy. This requires
moving beyond a cursory response of I felt good to a more articulate depiction of their range of
emotions. Further expression may include how the awareness of their emotions impacts what
occurred and their present response to the events.
These first two elements that include cognitive and affective examination are the foundation of
reflection. The following two elements continue to add depth and expand perspective.
Generating ideas. An experience, event or moment worthy of reflection typically is generative, and
can provoke an idea about ones’ self or the situation. This can lead to rethinking a premise or re-
evaluating a choice that might have been different. Students may extend their ideas into new
possibilities.
Asking questions. Surely reflection can inspire students to wonder in a myriad of directions about
what has occurred already and what might occur in the future. Questions can be about people (self
and others) and process. They can be about a moment in time or about an underlying issue of
global concern. Questions propel further thinking and ongoing inquiry.
Using this model as a guide for reflection can engage students in new perspectives and understanding.
Reflection can become a dynamic means of self-knowing rather than an imposed requirement. For MYP
service students who are amidst a range of experiences and influences, this provides them with a
formidable opportunity to participate in the notion of learn, unlearn, and relearn. Futurist Alvin Toffler coined
this concept as recorded in his statement, “The illiterate of the 21 st century will not be those who cannot
read and write, but those who cannot learn, unlearn, and relearn.” This is a sentiment through the ages as
noted by Greek philosopher Antisthenes who stated, “The most useful piece of learning for the uses of life
is to unlearn what is untrue.” Being able to discern and gain accurate useful knowledge and grow in ones
values are in alignment with the intention of the MYP service experience. This can occur through reflection.
Still, further exploration of what reflection is and is not will add greater clarity, especially when developed by
the MYP service students’ in their own language and terms. This can be a rich exploration with students to
replace preconceptions of reflection with a more accurate understanding. This chart represents a
compilation of ideas gathered through such an interactive exploration with participants generating ideas in
small groups. Discussion followed.
Approaches to learning, inquiry and service teacher support material 5
