Feedback and meaningful reflection are fundamental principles of instruction that enhance learning and boost student motivation. Reflection is not just a routine we practice but a dynamic process that allows us to integrate experiential learning, theory, and technical knowledge into better understanding (Clarà, 2015; Rousseau, 2015; Shandomo, 2010;). Specific and timely feedback that can be used to plan action and reflection promotes student learning (Kluger & DeNisi, 1996; Weaver et al., 2024). Encouraging students to engage in self-reflection promotes strong learning practices. Possible strategies include:
- When returning an assignment, include a reflection prompt: “How did you approach this task?” or “What would you do differently next time based on this feedback?”
- At the midterm, invite students to write a one paragraph reflection on their growth so far, highlighting key learning moments and challenges. Use these reflections to shape discussions or adjust instructional focus.
- Engage in self-reflection yourself: instructors also gain from reflective practice. What is going well in the classroom, but what do you feel could improve?
Reflection and feedback are dynamic, research-backed practices that benefit both teaching and learning. They enhance clarity, foster motivation, and empower all learners, including faculty, to grow in meaningful ways.
Northern Illinois University and the University of South Carolina have resources on providing meaningful feedback and the University of Colorado Boulder provides guidance on encouraging student reflection. Additionally, the UTLC is available for consultation (including over the summer as you teach summer courses or plan your fall!)
Thank you to our Graduate Assistant, Faris Alshahrani (a doctoral student in Specialized Education Services) for writing this week’s Teaching Tips!