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Reflection Time is Powerful it Teaches Critical Thinking

Building Understanding

Environmental educators race against the clock to complete multiple projects on time that may include: designing and implementing lessons and assessments designed to measure student learning growth especially during the week in S.O.P. (The School Overnight Program) here at Islandwood. Environmental educators must prepare fun, engaging and meaningful materials that promote a kinesthetic, ‘hands on,’ safe, and an inclusive learning environment for all learners. Environmental educators multi-task every single teaching week to ensure these projects are completed. The most essential project that an environmental educator must practice is to provide just the right amount of time for reflection after each lesson and throughout each and every single teaching week.

Reflection is vital. Reflection is thinking about learning. When students are provided with just the right amount of reflection time, students have the opportunity to practice critical thinking. Critical thinking is the disciplined process of synthesizing and evaluating information gathered from observation, personal experiences, cultural perspectives, and points of view to make an informed, practical, and important life decisions (Elkins). Environmental educators must create reflective activities because they promote critical thinking, which it is an important life skill.

Critical thinking is an important life skill required for survival at life after graduation. Students must apply critical thinking skills for their future endeavors so it is essential to provide just the right amount of time for reflection. Reflection time can allow students the time to process information so that they can advance to the next stages of higher levels of thinking so they can understand a multitude of complex arguments, ideas, facts, opinions, and varying cultural perspectives so that they learn how to make informed decisions that require a strong critical thinking foundation. Essentially reflection is mandatory to develop mandatory skills such as critical thinking. It is more crucial for environmental educators to implement reflection activities correctly in the best way possible to best utilize its learning potential.  

The first reflection activity is to create a culture of error. The culture of error is the idea that says that is okay to make mistakes so that we can learn from them. The Culture of error can apply with lesson design and with reflective activities because difficult to plan for unplanned learning challenges that may arrive during a lesson that may include: students did not understand the main idea of the lesson or that there was not enough time in the day to implement a successful reflection activity. It is crucial for environmental educators to create a culture of error especially when they implement these reflective activities.

The first reflective activity is to create a culture of feedback. Feedback is known as constructive criticism. Constructive criticism it is an important skill that teaches students how to examine facts, main ideas, and the overall learning experience to improve their critical thinking skills. Feedback provides an honest assessment that measures the effectiveness of a lesson on student learning growth while at the same time it holds individual students accountable for their own education. Feedback allows students to set goals so that they can learn how to measure their own individual growth by providing and receiving feedback to increase their learning potential. Since feedback is important as a reflective activity, arts integration is a powerful reflective tool.  

Arts integration is another reflection activity that can improve the overall reflective experience for S.O.P. students. Arts integration is a form of an applied teaching and a learning approach that uses the arts as a pathway to learning. Arts integration it is a perfect opportunity to develop critical thinking, which may include the development of these skills: to generate criticisms for feedback, to understand a multitude of arguments, points of view and varying cultural perspectives to make informed, important and critical life decisions.

Performance arts are an example of an artistic medium that can be utilized to develop a powerful reflective activity. The brain dance is a performance art, which it incorporates dance and theatre. Students create scenes to explain important learning concepts and to reflect about the lesson so they can improve their critical thinking skills. Since theatre is a particular example of an arts integrated activity, it is crucial to scaffold the information to improve reflection time.

Arts integration is even more powerful when it is combined with scaffolding. Scaffolding it is a technique that engages students’ personal interests within the lesson and to expose them to a multitude of cultural perspectives, ideas, and points of view so it will push students to move beyond their grade level standard and beyond their individual zones of proximal development. When environmental educators scaffold the information, it allows students to connect the lesson materials with their personal lives and to practice critical thinking so students will understand the arguments from a multitude of cultural perspectives. 

It is crucial for environmental educators to integrate cultural perspectives to provide students with a powerful space to reflect. Cultural perspectives are the varying values, opinions, ideas, and thoughts from various people living in a society. It is important to provide students with a variety of information from a plethora of cultural perspectives to engage student interests during the lesson to greatly improve their critical thinking abilities.  

In conclusion, environmental educators must implement a combination of these activities to improve their reflective practice. It will improve student learning to transform it into student driven and student leadership focused when students are provided with just the right amount to reflect with these essential tools in mind. 

Environmental educators race against the clock to complete multiple projects on time that may include: designing and implementing lessons and assessments designed to measure student learning growth especially during the week in S.O.P. (The School Overnight Program) here at Islandwood. Environmental educators must prepare fun, engaging and meaningful materials that promote a kinesthetic, ‘hands on,’ safe, and an inclusive learning environment for all learners. Environmental educators multi-task every single teaching week to ensure these projects are completed. The most essential project that an environmental educator must practice is to provide just the right amount of time for reflection after each lesson and throughout each and every single teaching week.

Reflection is vital. Reflection is thinking about learning. When students are provided with just the right amount of reflection time, students have the opportunity to practice critical thinking. Critical thinking is the disciplined process of synthesizing and evaluating information gathered from observation, personal experiences, cultural perspectives, and points of view to make an informed, practical, and important life decisions (Elkins). Environmental educators must create reflective activities because they promote critical thinking, which it is an important life skill.

Critical thinking is an important life skill required for survival at life after graduation. Students must apply critical thinking skills for their future endeavors so it is essential to provide just the right amount of time for reflection. Reflection time can allow students the time to process information so that they can advance to the next stages of higher levels of thinking so they can understand a multitude of complex arguments, ideas, facts, opinions, and varying cultural perspectives so that they learn how to make informed decisions that require a strong critical thinking foundation. Essentially reflection is mandatory to develop mandatory skills such as critical thinking. It is more crucial for environmental educators to implement reflection activities correctly in the best way possible to best utilize its learning potential.  

The first reflection activity is to create a culture of error. The culture of error is the idea that says that is okay to make mistakes so that we can learn from them. The Culture of error can apply with lesson design and with reflective activities because difficult to plan for unplanned learning challenges that may arrive during a lesson that may include: students did not understand the main idea of the lesson or that there was not enough time in the day to implement a successful reflection activity. It is crucial for environmental educators to create a culture of error especially when they implement these reflective activities.

The first reflective activity is to create a culture of feedback. Feedback is known as constructive criticism. Constructive criticism it is an important skill that teaches students how to examine facts, main ideas, and the overall learning experience to improve their critical thinking skills. Feedback provides an honest assessment that measures the effectiveness of a lesson on student learning growth while at the same time it holds individual students accountable for their own education. Feedback allows students to set goals so that they can learn how to measure their own individual growth by providing and receiving feedback to increase their learning potential. Since feedback is important as a reflective activity, arts integration is a powerful reflective tool.  

Arts integration is another reflection activity that can improve the overall reflective experience for S.O.P. students. Arts integration is a form of an applied teaching and a learning approach that uses the arts as a pathway to learning. Arts integration it is a perfect opportunity to develop critical thinking, which may include the development of these skills: to generate criticisms for feedback, to understand a multitude of arguments, points of view and varying cultural perspectives to make informed, important and critical life decisions.

Performance arts are an example of an artistic medium that can be utilized to develop a powerful reflective activity. The brain dance is a performance art, which it incorporates dance and theatre. Students create scenes to explain important learning concepts and to reflect about the lesson so they can improve their critical thinking skills. Since theatre is a particular example of an arts integrated activity, it is crucial to scaffold the information to improve reflection time.

Arts integration is even more powerful when it is combined with scaffolding. Scaffolding it is a technique that engages students’ personal interests within the lesson and to expose them to a multitude of cultural perspectives, ideas, and points of view so it will push students to move beyond their grade level standard and beyond their individual zones of proximal development. When environmental educators scaffold the information, it allows students to connect the lesson materials with their personal lives and to practice critical thinking so students will understand the arguments from a multitude of cultural perspectives. 

It is crucial for environmental educators to integrate cultural perspectives to provide students with a powerful space to reflect. Cultural perspectives are the varying values, opinions, ideas, and thoughts from various people living in a society. It is important to provide students with a variety of information from a plethora of cultural perspectives to engage student interests during the lesson to greatly improve their critical thinking abilities.  

In conclusion, environmental educators must implement a combination of these activities to improve their reflective practice. It will improve student learning to transform it into student driven and student leadership focused when students are provided with just the right amount to reflect with these essential tools in mind. 

About the Author
Kriss  Jackson-Harper