Mike Burke

Student Presentation Reflections

presentation reflection for students

Teachers as Paragons

I struggle with articulating this point, but for the purposes of this post, I think that the most valid student-teacher dynamic is not the Jedi Master and Padawan method, but instead one where a teacher serves as a paragon of a small set of skills/attributes and the student’s role is to assimilate their experiences with all of their teachers into their own paradigm.

While this viewpoint is not revolutionary, I find that hubris often prevents a teacher from maximizing the benefit of this approach. Too often I find myself or my peers trying to be too many things to too many students. I think it is important for a teacher to make explicit commitments about which skill or attribute they wish to be the avatar for.

I chose presentation skills as my niche of instruction because I benefited greatly from the Public Speaking and Speech and Debate classes I took in high school. When I was in college, I saw very clearly those of my peers who did not have those same opportunities. I vowed that my students would be afforded opportunities to develop their presentation skills in my class no matter the other classes offered by my school.

presentation reflection for students

Reflection Process

I plan on creating many posts about the different resources, examples, and assignments that I use to improve my students’ presentation skills. One of the core strategies, and I believe the most powerful, that I use to improve student presentations is a presentation reflection process.

In order to make presentation reflections be a valid assignment, you must film your students as they present—something that my 11th grade Public Speaking teacher Mrs. Shank did for me 15 years ago. Admittedly, being filmed for a presentation was nerve-wracking; however, it was also amazing beneficial. However, instead of recording presentations on VHS cassette like Mrs. Shank did, I record presentations digitally and post them as unlisted YouTube videos .

Recording Presentations

Do yourself a favor and make sure that you use a tripod to record the student presentations. You might think you can cobble together books and tape to hold a camera steady, but this is the wrong call.

  • If you plan on using your phone as the camera, you will need a mount to attach it to your tripod , and an improved microphone will certainly help with the audio quality, but it’s not necessary.
  • If you plan on using a DSLR or mirrorless camera, then you really need to improve the audio. To improve the quality of the video’s captured sound, I suggest using a shotgun microphone .

Whatever hardware you use, it is important to share with the students the camera’s field of view, so they know where they should stand. The reflection assignment is much harder if the student does not appear on camera.

Reflection Assignment

Recording the presentation is the first step, but students will need to thoughtfully watch their presentations to see areas for improvement. To guide the students’ thoughts while they watch their presentation video, I developed three sequential reflection assignments, one for each of the major presentations in my class.

This reflection process is truly eye-opening. Students are routinely shocked when they watch the video and see the nervous fidgeting or hand-wringing that they swear never happened. The pedagogical impact of a student watching themselves on video is many times more powerful than even the most helpful rubric or feedback.

In addition to reflecting on what happened, an important part of the assignment is also identifying five points on which to improve and coming up with action items for each point. An example of an improvement point and an action item would be:

  • I will look up the phonetic pronunciation of the words ahead of time and practice saying them to my teacher.

I always assign this as homework and give students a week to do the assignment after their presentation. I try very hard to make sure the videos get processed, uploaded, and shared with the students as soon as possible to make sure that things are fresh in their mind.

Students sometimes balk at the number of words they have to write. However, since they are writing semi-informally about themselves and have a video to go off, students routinely surpass 1000 words without blinking an eye.

Sometimes when I explain presentation reflections to teachers, they exclaim that it is too much work for them to do or they don’t know how to do the “video stuff” or something else along those lines. The video recording/editing process can be as basic or as advanced as you want it to be. Since video editing is a core part of my multimedia business, there is a lot of stuff that I do to the videos that is unnecessary but a point of pride for me.

In all honesty, a perfectly functional presentation video takes less than 3 minutes more than the presentation itself. Whether you spend 3 minutes or 30 minutes editing a presentation video, that time is returned many-fold by the presentation skill increase of your students.

Hands down, the most consistent piece of feedback I receive from alumni is that they dominate their presentations in college. This makes me very proud. I committed to developing presentation skills in my students since my very first year of teaching. Hearing back from alumni that they are drastically better than their peers at presenting puts a smile on my face every time.

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presentation reflection for students

21 Great Reflection Questions That Add Depth to Student Learning

presentation reflection for students

Have you ever told someone, “don’t look back”?

Odds are you have, and that it was a much-needed reminder to someone expressing regret or frustration with their past. You encouraged them to dust themselves off and keep on keepin’ on. Why? Because they’re capable and they’ve got this!

But is it always bad to look back? Definitely not! There’s a special kind of looking back that can be powerfully good at informing what we do in the future. And that’s called reflection.

“Life can only be understood backwards; but it must be lived forwards.” —Sorin Kierkegaard

As student affairs professionals aiming to support student growth, reflection should be one piece of the pie! Reflection is also an awesome tool for boosting the effectiveness of on-campus programming efforts. We see institutions doing this already, especially in connection to co-curricular pathways and targeted initiatives.

Free Ebook: High Impact Practices

When we reflect, we take a close look at the effort we’ve put in, what we’ve experienced, and what we’ve gotten out of what we’ve done.

This may sound like a simple or subconscious part of moving around in the world, but the point of reflection is that it is intentional. It only takes a few minutes of looking back and focusing on the experience to get insights that will guide us as we move forward!

The information we get out of the reflection process tells us what we can do in the future to improve our results. We can identify some areas of improvement and sharpen our goals to better situate us so we can achieve what it is we want . This process is one that will result in a noticeable change in the development of ourselves, our work, and our processes.

Why You Should Reflect

Reflections do a lot! Like a debrief, they give us a sense of completion and satisfaction. They can also work as a self-evaluation wherein they create space for students to communicate personal and professional areas where they want to see growth, all while they assess how they’re working toward these.

Even if you utilize reflections already, it’s important to…reflect…on the questions you’re using to encourage reflection — a meta-reflection of sorts!

What good are you trying to do? What good are students getting? What good could they be getting? Choosing questions that are impactful is key, and if you’re looking to critically examine the programs and services you’re providing to students, look no further!

Knowing what questions to ask can be a difficult beast because we want the reflection experience to be as meaningful as possible for students to engage with.

No matter what the program that’s being reflected on, we recommend that your questions be simple, open, and practical.

  • Simple questions rewrite the narrative that reflection has to be “deep” and ensure that the barriers and stakes are both low for students to get started. (Not to mention this also makes maintenance easy for administrators.)
  • Open questions honor students’ experiences and encourage them to engage in ways that are most meaningful to them. This acknowledges the importance of agency and the ways that different experiences may be interpreted differently by different people and contexts.
  • Practical questions apply straightforwardly to students’ lives outside the classroom. This gives them a chance to develop their critical thinking skills and base of knowledge far beyond the academic venue.

It’s no secret that the content of these reflections can impact more than just students; for instance, their responses may steer the future of program tracks at your campus. Plus, you get to see what students are getting out of the programs already in place, which can spark ideas for how things might be adjusted to better achieve the program’s and student members’ goals.  

This, of course, connects to the larger vision and future of the institution. When working to drive engagement, collecting responses from students allows student affairs professionals to track student learning while showing the institution’s efficacy. That’s critical for the process of securing funding and, increasingly, for accreditation!

21 Reflection Prompts

Here at Presence, there are five main prompts that we encourage you to use. These are set as the default questions in our software when you start customizing your reflection form. They’re simple, broad, and practical.

These questions go deeper and deeper as they go on, similar to the way Bloom’s Taxonomy works. We’ve included some other questions which are variations of the core ones, targeting specific aspects which might cater better to certain programs and purposes.

Q1. Describe your experience.

Asking students to describe their experience sounds simple and unhelpful, but externalizing these experiences by putting it into words so that it can be shared is transformative. That’s because there are a lot of things we don’t realize we think until we’re asked to share those thoughts. Doing this here encourages us to be more mindful and aware of what we’re up to and how we’re spending our time.

Here are some similar questions:

  • What strengths or beliefs did you share?
  • Did anything unexpected happen?
  • How did you respond to challenges?

Encouraging the student to describe how they interacted and communicated with others boosts their self-awareness and encourages them to dig deeper, helping them recognize how they may have been perceived by others as well.

Q2. What did you like about the experience?

Asking students what they liked about the program gives them space to analyze the experience they just described but in an exclusively positive way. They get to identify for themselves what they enjoyed, which is an awesome approach to take when thinking constructively about making something better. This helps students sharpen their critical eye and strengthen their voice.

  • Who did you build a positive relationship with?
  • What were you drawn to?
  • What might you want to learn more about because of this?
  • What was the most enjoyable moment?

Identifying positive bits about what we’re doing (like what was special about it) increases our satisfaction in and appreciation of what we do while still keeping an eye towards improvement.

Q3. What did you learn?

Asking students what they learned encourages them to decide what the effect of their participation was on themselves personally, beyond any of our stated outcomes. They get to distinguish what they knew before from what they know now. We recognize that reflecting on learning outside of a purely academic context may seem strange to students, but these questions inspire self-development.

  • What were your most interesting discoveries?
  • What did you realize about yourself?
  • Did this give you a new perspective, challenge your point of view, or introduce you to new techniques, skills, processes?

Learning something particular to the program’s subject matter or something related to a problem they’re facing allows direct reflection on the ways that they might have learned something that connects to them more personally.

presentation reflection for students

Q4. Why does it matter?

Asking why this experience matters encourages students to think futuristically and recognize that the learning they’re doing is real and applicable. Reflecting on the significance of their involvement gives meaning and purpose to what they do and encourages them to keep doing more of it.

  • Does this connect to any past experiences or themes? If so, which?
  • Were there areas of risk?
  • What does what I learned connect to?

Students get a chance to connect this experience to the bigger picture of their involvement on campus and their development as a person during their college years. Pointing out healthy risks  (opportunities to step outside of our comfort zones) inspires us to grow new skills. We also get to grow by connecting our experiences over time (past, present, and future) together.

Q5. How would you apply what you learned in school? With friends? With family? In the community? In your career?

Thinking through concrete ways to apply these new skills to certain situations regularly is another helpful way to extend the student beyond their current setting and consider how they can apply what they’ve learned.

  • What did you learn about yourself?
  • H ow did your involvement and participation in this fit into your broader goals for developing yourself?
  • What would you change?

Thinking explicitly about the other domains of our lives and how we can actively work to improve those is what this gets at. Students get to realize the real-life applicability of what they’re doing and can feel like they’re making progress in all areas of life!

Free Download: High-Impact Practice Ebook

Once you begin to use some of these questions, let us know how they’re working for you by tweeting @themoderncampus !

And PS: A campus engagement tool ( like Presence! ) can make the creation and management of reflections simple and convenient thanks to the power of automation and conditional logic .

Sara Friend

About the author: Sara Friend (she/her) is a former Content Marketing Intern at Modern Campus Presence and a graduate of the New College of Florida. She loved being an RA to first-year-in-college students. She's now a Mentor Manager for Big Brothers Big Sisters of the Sun Coast. Learn how we can help get your students involved .

presentation reflection for students

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15 ways to spark student reflection in your college classroom

Tricia Whenham

In a 2014 study from the Harvard Business School, researchers confirmed what many higher ed faculty members know already – reflection matters. The professors conducted three different experiments (with university students and people in the workplace), and the results were consistent. Simply asking test subjects to take a few minutes to reflect resulted in better performance over time – improvements of up to 25%.

Reflection can feel like just one more thing to cram into an already too-short course. But stopping to take a breath rather than jumping right to the next project or activity helps students learn from mistakes and recognize strengths and weaknesses. It can make the difference between success and failure, in school and beyond. And it can be done well whether students are in the classroom, online or both.

Are you looking for some new ways to increase student reflection in your college or university classroom? Here are 15 ideas you can try tomorrow.

1. Write the one-minute paper

How much could you explain in one minute? At the end of class, set a timer and ask students to record their most eye-opening revelations or biggest questions. This activity lets students reflect on learning and build writing skills – plus you’ll get a window into their understandings and misunderstandings. Here are some prompts you can use to get students writing.

2. Sketch reflections

Have you discovered sketchnotes ? It’s a visual notetaking style that mixes writing, drawing and other visual cues. And it’s not about the quality of the art – it’s about how a different medium prompts students to look at learning from a different perspective. Sketchnoting is often used for lecture notes, but it’s just as effective when students need to reflect.

3. Create reflection snowballs

This activity may not work with current health regulations, but it can be adapted for the new reality. In the pre-COVID version, after a mini lecture or presentation, all your students write a key reflection on a sheet of paper and crumple it up. Then they toss their papers to the other side of the room. Once students catch a “snowball,” they read it, add something new and repeat. If health regulations make this ill advised, or if your students are online, use randomized breakout rooms in your conferencing software to get students to pair up and share their reflections. Here’s how breakout rooms work in Zoom .

4. Develop a professional portfolio

Portfolio building is a mainstay of arts programs, where students need concrete ways to demonstrate the breadth of their knowledge and experience. But the act of choosing one’s best work – and articulating why – can increase reflection in many schools of study.

5. Use dedicated reflection journals

Journaling is a tried-and-true reflection activity – especially for practicum-based programs like nursing and education where it’s crucial that students connect theory to reality. But there may be some options you’re not aware of (ever used key phrase journals? Double-entry journals?). Here’s a run down on some ideas to try .

6. Get students blogging

If you’d like to take reflection into the cloud, blogs can be an excellent way to give student writing more value. And it’s simple to bring in links, images, videos and more. For a peek into how one university uses blogging to enhance student learning, check out Vanderbilt University’s resource page .

7. Take videos

To give your students a fresh perspective on a presentation, performance or practical skill development, pull out your phone or tablet and record it. Watching themselves can give them (and you) incredible insights into their progress. If your students are learning from home, they can record themselves with their phones and then post the videos to a shared class platform. Or you can record them during Zoom meetings and then share.

8. Write exit slips

Before students leave your class, ask them to quickly jot down what they’ve learned on a sticky note (or answer another reflection question). If your students are fully or partially online, go digital and have them add the ideas to an online whiteboard or other shared collaborative space.

9. Capture quotable learning highlights

Sometimes reflection comes from teasing out the ties between coursework and “real life.” Ask students to choose a famous quote and explain why it connects to a concept from class. They could also choose a song, a piece of art, a brand – anything that gets them thinking deeper and reveals a bit more about their passions and interests.

10. Take reflection breaks

Reflection can’t be forced, but it is a habit that can be instilled. Build reflective practice by stopping work periodically and encouraging students to record their thoughts about what they’ve learned. You can boost the reflection by having students share their thoughts with a peer – in person or in a video conferencing breakout room. Eventually, students will start to reflect on their own, without your direction.

11. Add regular sprint retrospectives

Take a page from the agile process (not just for software developers anymore) and introduce sprint retrospectives. Every few weeks, you can set aside time to encourage students to reflect on where they’ve been and where they’re going. This is especially useful in helping student project teams avoid the usual pains of group work.

12. Try reflecting out loud

Reflection doesn’t have to be purely solitary. Sometimes big insights come when students have the chance to share their reflections with a larger group. That’s why active learning classrooms should be easy to reconfigure for different activities, giving opportunities for both quiet reflection and group sharing. If some students are in the classroom and some are connecting from home, this can be tricky – make sure you choose audio conferencing tools that pick up all voices during classroom discussion. ( Here’s how Nureva can help .)

13. Incorporate revision into assessment

Some of the best opportunities for reflection occur during the assessment process. Rather than having students submit work for a grade and then promptly forget about it, try giving them descriptive feedback instead and let them resubmit until they achieve mastery.

14. Prototype and test

Take inspiration from design thinking and create more meaningful opportunities for reflection. The end stages of the process – prototyping and testing – are particularly helpful. Design thinking is often associated with creating something concrete, like an app, but any project could benefit from a design-focused lens. 

15. Model your own reflection

Actions speak louder than words. So make sure to model the same reflection skills you teach. Don’t be quiet about it either – talk out loud through your thought process to show students that reflecting doesn’t stop in the undergrad years.

What are you doing in your courses to get students reflecting?

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Editor’s note: This post was originally published October 2015 and has been updated.

presentation reflection for students

Topics: Higher education Active learning Hybrid learning Learning Activities

Posted on April 9, 2020

15 active learning activities to energize your next college class

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15 ways to spark student reflection in your college classroom

15 active learning activities to energize your next college class Tags: Higher education, Active learning, Hybrid learning, Learning Activities

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15 ways to spark student reflection in your college classroom

15 ways to spark student reflection in your college classroom Tags: Higher education, Active learning, Hybrid learning, Learning Activities

15 ways to spark student reflection in your college classroom

9 benefits of active learning (and why your college should try it) Tags: Higher education, Active learning, Hybrid learning

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The Secret to Great Middle School Presentations

This teacher often hears ‘W e get to present today, right?’ Here’s how she has made presentations the cornerstone of her ELA classroom.

Middle school student doing a presentation in front of class.

“We get to present today, right?” is a question I often hear from my middle school students as they excitedly enter the classroom. Years ago, I viewed student presentations as a formal affair with due dates far in the future and required formats. This resulted in rigid, uniform outcomes that lacked originality, as well as a bored audience. Over time, I’ve come to integrate student presentations, where students teach one another in innovative ways about concepts they develop, as a part of daily life in the classroom.

I recently read Chip Wood’s book Yardsticks: Childhood and Adolescent Development Ages 4–14 , which describes presenting as a developmental milestone and source of enjoyment for middle school students. This clicked for me—no wonder my students have such enthusiasm for the process! Wood describes how children of middle school age are more invested in what their peers, rather than their teachers and parents, think of them.

When students know that they will be working in collaborative groups to build a concept from the ground up, and that the end result will be seen by their peers, it increases productivity and commitment. I’ve found that consistently providing my students a broad presentation platform and outlet to express their ideas increases work quality, cultivates creativity, and builds peer camaraderie.

Guiding Students to Design Great Presentations

Start with the end goal:  First, I’ll start with the end in mind: What do I want students to accomplish? Then, I’ll share this goal with students. For example, as I’m a language arts teacher, when students finish a book club book, I’ll discuss the end goal by saying, “Now that you and your book club have finished reading, how will you share with the class, using textual evidence, how a character has grown or changed throughout the book? Or, if you’d prefer, how might you show us, using evidence, how a theme in your book emerged?”

I like to give students more than one option because they often feel more enthusiastic about one idea over another. This is also an opportunity to share basic parameters, such as length of time for planning and presenting, as well as the rubric. Students choose whether they want to work in a group, a partnership, or independently.

Offer a launching model while encouraging creative exploration:  Next, I’ll model my thinking using a chart and then say, “This chart is a great launching pad to generate ideas for my presentation. Maybe you’d like to use a chart, too, or come up with your own method. You also want to think about how you’ll share what you’ve learned with the class in a way that will be lasting and memorable.” This approach provides students with a framework but also opens the doorway to full creative expression and builds excitement.

Guide and confer:  As students work together to brainstorm ideas, the energy in the classroom is abuzz as they map out their plan and assign roles for each other. I’ll hear students share, “We need to find stronger text evidence! There are better quotes than the one we just found!” or “I was thinking we could each take a different character to analyze and then combine our work together” or “Wouldn’t it be cool to act these parts out in front of the class? I can do a British accent for this character!”

During this workshop time, I’ll confer with groups about their work and presentation plans. When I hear an innovative idea that could inspire and motivate others, I’ll ask the group to do a mini-share out to the class. I also make a personal goal to engage and connect with each student individually to validate their contributions to the process. This helps me build relationships with students, observe their learning styles, and offer support and guidance. Plus, it lets each student know I’m invested in the work they’re doing.

It’s helpful to have a few art supplies on hand, like various sizes of paper, markers, and cardboard. Many middle school students enjoy a tactile approach to creative expression and feel driven to incorporate personal art and color into their work. I also encourage digital presentations for tech enthusiasts. The more autonomy and choice that students have, the more creative the outcome.

Present and reflect:  When it’s time for students to present their work, they’re eager and energized.

These are some of the memorable presentation elements that students have included to teach character growth or themes:

  • Dramatic scene reenactments
  • Character letters, emails, interviews, or journals
  • Sketches and artwork
  • Selections that relate to particular characters or themes
  • Q and As with audience participation
  • Digital presentations with extensive audiovisual details
  • Personal reflections

Following each presentation, audience members share what was most memorable to them about their classmates’ presentation. Many students say that hearing specific feedback on their work from their peers is one of their favorite parts of the process. It’s a validating, meaningful component of the lesson.

Students presenting and teaching their classmates is empowering, engaging, and time well spent. Presentations become a platform for students to share their creativity and self-expression, making learning more meaningful and impactful. When students are in charge of creating knowledge and teaching each other, the classroom truly becomes theirs.

Support Student Reflection With Live Digital Strategies and Tools

Explore strategies, tips, and tools to promote student self-reflection during synchronous teaching.

This resource was created by AVID

There is no single right way to reflect, and depending on your students’ ages and learning styles, they will feel most comfortable reflecting in different ways.

To begin teaching the process, you may choose to start out by requiring a specific format, but as students become more comfortable and confident in the process, you can introduce more voice and choice. This will allow students to develop a customized and personal process that they can continue to use in the future. The list below offers some reflection options to get you started.

Specific Strategies and Tools

Model self reflection.

  • Think out loud during live virtual learning sessions. Model for your students how to ask yourself questions, reflect on your work, and create next steps and goals based on your self-reflection.

Reflection Discussions

  • Provide a space and time for students to self-reflect through discussion.
  • This can best be done with small groups of students or in pairs. If meeting as a class during live virtual learning, consider using some type of breakout room to create groups of two to four students.
  • “I used to think…, but now I think… because…”
  • “What I do well is…, and what I need to work on is…”
  • Students love to communicate through text messaging, so why not have them reflect through text? At any point during your live virtual learning session, have students create and share a fake text about their learning. You could use the same sentence stems from above. Students can put the text in the chat, share it with a chat buddy, or even send it to themselves and/or their parents/guardians as a real text.

Reflection Dice

  • Create a set of reflection questions and number them from 1 to 6, assigning each number to represent a specific question.
  • Share your screen during a live virtual session and use virtual dice, such as the dice in  Classroomscreen . Roll the dice, and then have students answer the corresponding question.

Emoji Meter

  • Have students reflect on their thinking and how they are feeling using emojis.
  • Students can create emojis or circle existing emojis to reflect on their thinking or feelings.
  • During live virtual learning, students can draw emojis on paper and hold them up, or teachers can set up a digital emoji meter.
  • Explain Everything  is a collaborative digital whiteboard. You can share an edit link with students, allowing them to all be drawing on the same digital whiteboard at the same time. Students can draw emojis or circle emojis that the teacher has put on the whiteboard prior to sharing.

Whiteboard of student-drawn emojis

Example 1: Students draw/add emojis.

Whiteboard showing hand-drawn emoji circled by students

Example 2: Students circle emojis that the teacher put on the digital whiteboard.

  • Digital Emoji Meter – View

Google Forms Digital Emoji Meter

  • Using  Seesaw , teachers can create emoji meter activities for students.
  • Emotional scales can be created, shared, and quickly completed during a live virtual session using  Poll Everywhere .

Reflection Journals

Reflection journals are a space where individual students can reflect. These can vary in format. Journals can be more picture-based, text-based, audio-based, or any combination of the three.

Students can use journals daily or weekly to reflect on what they have learned. Teachers can provide time during a live virtual session for students to journal and share reflections.

  • Teachers can provide many different reflection journaling strategies:
  • Sentence stems can be used throughout a live virtual learning session. Remember to model how to use sentence stems and provide adequate time for students to complete them.
  • Some additional examples of sentence stems include: “I am doing well with…,” “I am proud of myself for…,” “I still need help with…, and my next steps are…”
  • Two Stars and a Wish could be used as an entry or exit reflection for students. Students write down and/or share the following: “Two things I really like about my work [or two things I am doing well] are…, and one thing I could improve is…”
  • Glow and Grow could be used throughout a live virtual learning session to have students self-reflect. Students share the following: “One thing I am doing well [a glow] is…, and one thing I want to improve [a grow] is…”
  • A 3–2–1 Summary Café could be used in the middle or at the end of a session for students to self-reflect. Students write down and/or share the following: “3 things I learned are…, 2 things I connected with are…, and 1 question I have is…”
  • During a Sketch-to-Reflect, students draw what they have learned and/or how they are feeling. They can do this multiple times in a single session.
  • Sketch-to-Reflect can be a great strategy to use during virtual read-alouds or virtual presentations. Have students draw six to eight boxes in their journal and number them. The teacher or presenter then reads aloud or presents for two or three minutes, before pausing and giving 30 to 60 seconds for students to sketch and reflect on their understanding or how they are feeling. This pattern continues until the read-aloud or presentation is completed, or a specific amount of time has passed.
  • Once a Sketch-to-Reflect is completed, students can summarize their drawings/reflections and share with others.
  • During a 10–2–2, the teacher presents information for 10 minutes, allows students to process information individually or in breakout rooms for 2 minutes, and then allows students to summarize and reflect on information in their journal for 2 minutes.
  • Students keep their writings, drawings, and/or audio files in their journals and review progress over time. Students can identify and recognize their own growth based on their journaling.
  • Journaling can be completed on paper or in a digital format. Some tools that can be used for digital journaling may include:
  • Microsoft Word ,  Google Docs ,  Seesaw , and  Book Creator  (which is a good digital option for younger students)

Interactive Notebooks

  • Students can use interactive notebooks to capture and reflect on their thinking and learning that takes place during live virtual learning sessions.
  • Teachers can use interactive notebooks to encourage and support multiple forms of reflection and make reflection more interactive.
  • Interactive notebooks should be designed intentionally by the teacher and guide learning activities. As these are being designed, the teacher can include reflection components into the notebook to guide students. They can be modified for any grade level, including the  youngest students .
  • Nearpod ,  Google Slides ,  Microsoft OneNote , and  Seesaw  could all be used to create digital interactive notebooks with students during a live virtual learning session and/or in combination with asynchronous (not live) learning.

Learning Logs

  • Learning logs can be used to reflect throughout and at the end of a live virtual learning session. Learning logs are places for students to log reflections about their learning journey. While the format may vary, they are places where students can reflect informally, not worrying about style and structure as much as content. Students often enter logs as text, but they may use other media, as well. Some learning logs are organized as  graphic organizers .
  • Google Docs  and  Microsoft Word  can be used to make learning logs.

Google Docs Learning Log

(This is a sample learning log in a graphic organizer format.)

  • Checklists can provide an easy way for students to track their progress by checking items off as they are completed. Students can check and track for understanding or simply check off completed tasks. Reflection areas can be built into each checklist or be part of an ongoing document.
  • Digital tools that can be used to create checklists include:  Google Docs ,  Google Slides ,  Google Forms ,  Google Sheets ,  Microsoft Word ,  Microsoft PowerPoint ,  Microsoft Forms ,  Microsoft OneNote , and  Microsoft Excel .

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Learning Through Reflection: 20+ Questions to Inspire Others


It seems that our reflective ability to think about our thinking , known as metacognition, can provide a boost in all sorts of situations, especially when acquiring knowledge and skills (Fleming, 2021a).

While there was a time when we believed that rote learning , memorizing information based on repetition, was the path to good education, it now appears insufficient for our rapidly changing world, where we constantly need to get to grips with new ideas (Fleming, 2021b).

In this article, we explore the potential of reflection to help us understand how to think and learn and some activities that can help.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

The role of reflection in learning, fostering reflection: 4 skills for teachers, 11 best questions for kids and students, 4 fun ways to cultivate reflection, questions to ask older students, positivepsychology.com’s reflection resources, a take-home message.

Humans are very good at explaining what they do and why. Self-awareness is, after all, one of our defining features. The capacity to do so relies on our ability to reflect on ourselves, such as how we think, feel, perceive, and decide things in our lives (Fleming, 2021b).

Reflection and introspection in learning are crucial, and the more accurate, the better. Both under- and overconfidence in our knowledge and abilities can lead us to fail to perform at our best.

For example, thinking we know something well when we don’t can leave us unprepared and oblivious that we can’t answer the question or perform the task. Conversely, never feeling we know enough may stop us from engaging in an activity or interacting with a group (Fleming 2021b).

Why is metacognition important?

Perhaps surprisingly, it is only in recent years that metacognition has been considered a valid and valuable subject for research (Fleming, 2021a). After all, doesn’t it seem impossible that the brain can peer in on itself? Isn’t this a prerequisite for self-reflection?

In fact, the brain can and does.

Findings from neuroscience and cognitive science research prove that the brain is not a single, indivisible organ. The brain is a collection of networks and has the capacity to think about its own thinking (Fleming 2021a).

In an ever-changing world where people live longer, change jobs more frequently, and need new skills almost daily, learning is indeed lifelong. Being fixed in what we know and not recognizing where we have scope to develop is unhelpful and even harmful.

Understanding metacognition and using our reflection skills can help us in education and enhance our ability to acquire the skills we need throughout life. Crucially, it improves “the way we make decisions about how, what, and when to study,” says Stephen Fleming (2021b, p. 116), a leading expert in neuroscience.

So how can reflection help us learn?

As it relates to learning, metacognition begins with us forming beliefs about how best to learn and where we should focus our attention (Fleming, 2021b). After all, it’s no good reading about the history of ancient Greece if the exam is on the Industrial Revolution.

Once we have learned what is needed, we can begin to understand how we should use or apply that knowledge. It could be an exam, a presentation at work, or a conversation with someone.

Fleming (2021b) lays out several important points to note when we look at learning from a metacognitive perspective:

  • A considerable amount of research suggests that a preferred learning style (visual, written, auditory, etc.) may be a myth. Studies of learners who believed they had a pictorial learning style versus those with a verbal preference found their confidence was usually misplaced.
  • It is crucial that we become aware of what we don’t know. Such reflective insight is helpful because it directs our focus where it is most needed. Sadly, we tend to choose what is more straightforward over the material or approach that will give us the most significant gains.
  • Our overall confidence in how we perform is closely linked to our metacognitive bias. What this means is that even an unrealistic boost in our self-efficacy can lead to better performance.

Research has shown that metacognition, such as reflecting on what we do (and do not) know, what we need to learn, and the most appropriate learning approach, reduces anxiety and stress levels while boosting our results (Fleming, 2021b).

In the following sections, we look at how reflection can help teachers share knowledge and how students can utilize methods and questions to elevate their learning.

Fostering reflection

They studied teachers nominated by colleagues, professors, and educators as being “very adept at getting their students to think” (Ritchhart & Church, 2020, p. xvii).

What they found was simplified down to a three-word mantra for both teaching and learning:

Making thinking visible is vital.

Using a set of thinking routines, it is possible to “create classrooms where thinking is valued, visible, and actively promoted as part of the day-to-day experience of all members” (Ritchhart & Church, 2020, p. xv).

Teachers who encourage students to reflect on the process of learning and thinking create environments that (Ritchhart & Church, 2020):

  • Cultivate deeper learning
  • Foster engaged and motivated students
  • Transform the typically fixed roles of teachers and students
  • Improve the outcome of learning
  • Change people’s thinking dispositions

And this deeper learning occurs at the point where the following three vital concepts meet (Ritchhart & Church, 2020):

  • Mastery – the opportunity to develop an understanding
  • Identity – the opportunity to connect with what was being studied and develop as a learner
  • Creativity – the opportunity to produce something personally meaningful.

It is perhaps no surprise that this links closely to Ryan and Deci’s (2017) notion of intrinsic motivation being greatest when people are most engaged and feeling competent, related, and autonomous.

So how do we cultivate engaged students?

While thinking is typically an internal, seemingly inexplicable, process, it can be made visible through a set of reflective practices (Ritchhart & Church, 2020).

  • Questioning : Great questions drive and make visible learning and thinking. Facilitative questions such as “ What makes you say that? ” are sometimes described as magic questions . They encourage the student to reflect, reveal, and engage with their deeper thinking to clarify their ideas. Similarly, “ Tell me why ” and “ What’s your reason for that? ” push for further explanation.

Crucially, the creative use of questioning by teachers switches the paradigm. Rather than attempting to transmit what is in their heads to their students, the goal becomes to understand the student’s thinking .

Such questions are not like the typical review questions used in a traditional class that simply require a recall verbatim of what the teacher said. They can be followed up with questions like “ Can you say more about that? ” and “ I’m not sure I follow. Can you say what you were thinking in a different way? ”

  • Listening : It must be clear to students that teachers are truly interested in their thinking and what they are sharing. It gives the student a reason to impart their deeper thinking and present their theories.

The goal and skill of the teacher is to encourage deeper reflection by the student, drawing out their perspectives, feelings, and understandings regarding a situation or an idea.

Hearing the challenges, understandings, and even struggles within the student’s thinking, the teacher can find opportunities to explore and explain in greater detail without the student becoming overwhelmed or shutting down.

  • Documentation : Thinking can seem like a messy process. However, even in the early stages of understanding and learning, documenting (e.g., observing, recording, interpreting, and sharing) can support the student’s reflective skills and the teacher’s growth.

Documentation is not merely what is captured, but also the act of reflecting on thinking and learning. Perhaps most importantly, when a teacher records the student’s ideas, it shows they have worth and value for future discovery.

Once visible, the students can reflect on their learning and make it a subject of discussion. A great question to set the scene is: “ What do I want to capture so that we as a class can return to it later for more careful examination and analysis? ” (Ritchhart & Church, 2020, p. 28).

  • Thinking routines : Thinking routines can be shared with students and used as a structure to aid thinking, ultimately becoming a pattern of behavior.

Ritchhart and Church (2020) list eight thinking moves that are valuable for building understanding:

  • Observing closely and describing what is there
  • Building explanations and interpretations
  • Reasoning with evidence
  • Making connections
  • Considering different viewpoints and perspectives
  • Capturing the heart and forming conclusions
  • Wondering and asking questions
  • Uncovering complexity and going below the surface of things

The teacher’s skill is in recognizing the type of thinking that will help the student engage with particular content.

The aim then is to avoid the following three teaching mistakes (Ritchhart & Church, 2020):

  • Focusing on correctness rather than thinking
  • Seeing the task as work rather than a chance to explore
  • Weak content that doesn’t provide an opportunity for thinking

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“Productive inquiry depends on good questions” (Ritchhart & Church, 2020, p. 98).

Many approaches can stimulate reflection within learners, and often they begin with students asking themselves about their understanding.

The following approaches can be helpful (Ritchhart & Church, 2020).


A valuable approach for examining a document, article, story, or video is to reflect on its content and identify and explain the following:

  • What is the main (or central) story being told?
  • What are the side stories? There could be other issues or interesting events engaging the side characters.
  • What is the hidden story? Perhaps there is a narrative happening beneath the surface.

This exercise is a practical way to engage more deeply with the story and can be completed in a group environment or as a piece of homework.

Beauty and truth

When a story has been read or listened to, the student can gain further insights by reflecting upon the events and points covered, especially when the subject is complex.

Ask the following questions:

  • Where can the beauty within the story be found? What is appealing or beautiful?
  • Where can the truth be found in the story? What are the realities of the situation?
  • How might beauty reveal the truth? How and where does beauty bring something to light?
  • How might beauty conceal the truth? Where does beauty obscure truth?

Remember, reflection is not about right and wrong answers, but rather the exploration of ideas and thinking.

Often in lectures, students spend the entire time writing furiously without the capacity to think about what is being presented or engage with the material.

Instead, consider the following questions in advance of the lecture or presentation. Reflect on them during the knowledge sharing and answer each one as fully as possible.

  • What was the most important point?
  • What did you find most challenging, inspiring, difficult to understand?
  • What question would you most like to discuss?
  • What is something you found interesting?

Cultivate Reflection

Try out some of the following fun activities to cultivate reflection (Ritchhart & Church, 2020; Peters, 2018):

1. Start a hobby

Learning can occur in many forms and situations. Starting a new pastime such as playing tennis, learning to paint, riding a horse, or listening to new types of music can provide a fun opportunity to reflect on what and how you are thinking and learning.

2. Look after a pet

Taking care of your own or someone else’s pet requires learning about the animal’s needs and how to meet them. Think of the different ways you have learned about the animal, such as talking to the owner, reading a book, or watching a program on TV. What do you know, and what do you not yet understand? How could you find out more information?

3. Three things

Learning new things can be fearsome. You may worry that you can’t do something even before you try. Make a list of three things you would say to a friend who was feeling that way. Reflect on how these points apply to you and what you could do to help yourself.

4. Practice reflection in groups

Reflection is a skill, and like any other, it can be learned. Watch a short comedy movie or cartoon – the sillier the better. Give each person a pad of sticky notes and as fast as possible, write down any thoughts, questions, and feelings about what you have watched.

Stick each note on a wall or board and find as many ways as possible to group them.

Metacognition and reflection, in particular, are incredibly important to the act of learning (Fleming, 2021b).

The following 10 questions can be used with adolescents or adult learners after reading, learning, or listening to a topic or story to stimulate learning (modified from Ritchhart & Church, 2020):

  • What do you think the author or speaker meant by… ?
  • Can you think of another example of… ?
  • What is the author/speaker assuming when they say… ?
  • What are the evidence and reasons behind… ?
  • Can you think of an alternative point of view on… ?
  • What is the effect likely to be of (doing/thinking)… ?
  • What’s the takeaway lesson?
  • What core idea is the author/speaker expressing?
  • How could things be different if … happened?
  • What are the strengths and the weaknesses of… ?

presentation reflection for students

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Looking for more tools to help encourage reflection amongst your clients? Check out some of the following resources throughout our blog.

  • WDEP Questions worksheet This worksheet presents a list of questions about what a person wants and actions to pursue it, helping clients arrive at a plan for what to do next.
  • Things I Love This exercise invites a group of participants to share and discuss the things they love, encouraging self-reflection while nurturing group cohesiveness.
  • Self-Esteem Journal For Adults This worksheet presents a series of journaling prompts that inspire reflection on one’s best attributes and positive aspects of life.
  • 87 Self-Reflection Questions for Introspection [+Exercises] For even more questions to encourage a greater depth of introspection, check out our dedicated article featuring 87 self-reflection questions.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

Metacognition is thinking about our thinking ; reflection, in particular, is crucial to successful lifelong learning. Most importantly, it helps us recognize what we know and what we don’t and guides us toward the right things to learn next (Fleming, 2021b).

Not only that, reflecting on what we believe others know versus what we think they should know provides essential feedback for the gaps in our own learning.

Understanding and reflecting facilitate teaching and learning and can create self-aware students and, indeed, teachers (Fleming, 2021b).

Questioning ourselves and others, listening well, and capturing thinking are the constituents of reflection and can be practiced. Ultimately, as we become better at recognizing our learning processes, we become more adept at acquiring new skills and knowledge and ready ourselves for lifelong engagement in education and self-development.

Try out some of the techniques, questions, and exercises on yourself or those you are educating, and observe the benefits of a more reflective, self-aware mindset on your ability to share and embed new concepts and approaches.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

  • Fleming, S. (2021a, May 5). How to boost your self-awareness and make better decisions. New Scientist. Retrieved May 17, 2021, from https://www.newscientist.com/article/mg25033332-300-how-to-boost-your-self-awareness-and-make-better-decisions/
  • Fleming, S. M. (2021b). Know thyself: The science of self-awareness . Basic Books.
  • Peters, S. (2018). My hidden chimp: Helping children to understand and manage their emotions, thinking and behaviour with ten helpful habits . Studio Press.
  • Ritchhart, R., & Church, M. (2020). The power of making thinking visible: Practices to engage and empower all learners . Jossey-Bass.
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness . Guilford Press.

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80 Learning Reflection Questions for Students

By Med Kharbach, PhD | Last Update: November 3, 2023

As a seasoned educator, I’ve always sought effective ways to enrich my students’ learning experiences. One method that has consistently proven successful is the use of reflection questions. Throughout this post, I’ll share the insights and techniques I’ve gained from my years in the classroom, with a focus on the power and purpose of reflection questions in fostering deep learning.

Reflective Questions

Table of Contents

What are reflection questions.

Before we define reflective questions, let’s first discuss what reflection is. Citing ASCD, Purdue defines reflection as “a process where students describe their learning, how it changed, and how it might relate to future learning experiences”.

Based on this definition, reflection questions, are tools that prompt introspection and critical thinking. They empower students to questions their acquired knowledge and transform their experiences into meaningful understandings and personal growth. But this isn’t just based on my personal experience – research supports the idea that reflection plays a critical role in the learning process.

Studies show that when students pause to reflect on their learning journey—assessing their understanding, evaluating their performance, setting future goals, and analyzing their group work—it leads to increased self-awareness , responsibility for learning, and improved academic performance.

Over the years, I’ve integrated these reflection techniques into my teaching practice and have witnessed first-hand the profound impact they can have. It’s always a joy to see my students evolve from passive recipients of information to active, engaged learners who take ownership of their educational journey.

In this post, we’ll dive deeper into how teachers can incorporate reflection questions into their teaching strategies , the best times to use these questions, and a list of reflection question examples for different scenarios. So whether you’re a fellow teacher looking for inspiration or an interested parent wanting to support your child’s learning, read on.

To provide even more value, we’ve taken the time to create a highly-engaging, visually-appealing PDF version of this blog post. This PDF not only includes the original material, but it also features informative visuals to illustrate the concepts better, making it a more comprehensive resource.

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Importance of reflection questions in learning

Reflection is an integral part of the learning process, and its importance for students cannot be overstated. It acts as a bridge between experiences and learning, transforming information into meaningful knowledge.

However, as Bailey and Rehman reported in the Harvard Business Review, to reap the benefits of reflection, one needs to make the act of reflecting a habit. You need to incorporate it in your daily practice and use both forms reflection in action (while being engaged in doing the action) and reflection on action (after the action has taken place).

The following are some of the benefits of integrating reflection questions in learning:

1. Boosts Self-Awareness

Reflection encourages students to think deeply about their own learning process. It prompts them to ask themselves questions about what they’ve learned, how they’ve learned it, and what it means to them.

This practice cultivates self-awareness, making students more conscious of their learning strengths, weaknesses, styles, and preferences. As students better understand their unique learning journey, they become more equipped to tailor their learning strategies in ways that work best for them.

2. Fosters Responsibility for Learning

When students reflect on their learning, they are actively involved in the process of their own education. This involvement fosters a sense of ownership and r esponsibility . It transforms students from passive recipients of knowledge to active participants in their learning journey. They start to recognize that the onus of learning lies with them, making them more committed and proactive learners.

3. Promotes Personal Growth

Reflection is not only about academic growth; it’s also about personal and professional development . When students reflect, they evaluate their actions, decisions, and behaviors, along with their learning.

This helps them identify not only what they need to learn but also what they need to do differently. They gain insights into their personal growth, such as improving their time management, being more collaborative, or handling stress better. This promotes the development of life skills that are crucial for their future.

4. Enhances Critical Thinking

Reflection also enhances critical thinking skills. When students reflect, they analyze their learning experiences, break them down, compare them, and draw conclusions. This practice of critical analysis helps them embrace a questioning attitude and therefore fosters the development of their critical thinking abilities.

5. Facilitates Continuous Improvement

Reflection is a self-regulatory practice that helps students identify areas of improvement. By reflecting on what worked, what didn’t, and why, students can pinpoint the areas they need to focus on. This paves the way for continuous improvement , helping them to become lifelong learners.

Tips to incorporate reflection questions in your teaching

As teachers and educators, you can use reflection questions to deepen student understanding and promote active engagement with the learning material. Here are few tips to help you integrate reflection questions in your teaching:

Reflective questions

1. Incorporating Reflection Questions into Lessons

  • Introduce at the End of a Lesson: One of the most common times to use reflection questions is at the end of a lesson. This helps students to review and consolidate the key concepts they have just learned. For example, you might ask, “What was the most important thing you learned today?” or “What questions do you still have about the topic?”
  • Use in Class Discussions: You can also incorporate reflection questions into your classroom discussions to foster a deeper understanding of the topics at hand. These questions can push students to think beyond the surface level and engage with the material in a more meaningful way.
  • Incorporate in Assignments: Reflection questions can be included as part of homework assignments or projects. For instance, after a group project, you could ask, “How did your team work together?” or “What role did you play in the group, and how did it contribute to the final outcome?”

2. Choosing the Right Time to Use Reflection Questions

  • After Lessons: As mentioned above, reflection questions can be highly effective when used immediately after a lesson. This is when the information is still fresh in students’ minds, and they can easily connect the concepts they’ve learned.
  • End of the School Day: At the end of the school day, reflection questions can help students recall what they’ve learned across different subjects. This can help in connecting concepts across disciplines and promote broader understanding.
  • After a Project or Unit: When a project, assignment, or unit is completed, reflection questions can help students consider their performance, what they learned, what challenges they faced, and how they overcame those challenges. It’s an opportunity for them to recognize their growth over time and understand how they can improve in the future.
  • During Parent-Teacher Conferences: Reflection questions can also be useful during parent-teacher conferences. Teachers can share these reflections with parents to provide them with insights into their child’s learning process, strengths, and areas of improvement.

Keep in mind that the goal of these questions is not to judge or grade students but to promote introspection, self-awareness, and active participation in their own learning journey. The responses to reflection questions should be valued for the thought process they reveal and the learning they represent, not just the final answer.

Reflection Questions for Understanding Concepts

These reflection questions aim to prompt students to think deeply about the content of the lesson, ensuring they truly grasp the material rather than just memorizing facts. Effective reflection requires an environment where students feel comfortable expressing their thoughts, doubts, and feelings, so it’s important to create a supportive and non-judgmental classroom culture.

Below are ten examples of reflection questions that can help students evaluate their understanding of key concepts or lessons:

  • What was the most important thing you learned in today’s lesson?
  • Can you summarize the main idea or theme of the lesson in your own words?
  • Was there anything you found confusing or difficult to understand? If so, what?
  • How does this concept relate to what we learned previously? Can you draw connections?
  • How would you explain this concept to a friend who missed the lesson?
  • What were the key points or steps in today’s lesson that helped you understand the concept?
  • If you could ask the teacher one question about today’s lesson, what would it be?
  • Can you provide an example of how this concept applies in real life?
  • Did today’s lesson change your perspective or understanding about the topic? If so, how?
  • What strategies or methods did you find helpful in understanding today’s lesson?

Reflection Questions for Self-Assessment

These questions encourage students to look inward and evaluate their performance, behaviors, and strategies. They provide valuable insights that can guide students in setting goals for improvement and taking responsibility for their learning. The goal of these questions is not to make students feel criticized, but to empower them to become more proactive, effective learners.

Here are ten examples of self-assessment reflection questions:

  • What was the most challenging part of the lesson/project for you, and how did you overcome that challenge?
  • What are some strengths you utilized in today’s lesson/project?
  • Are there any areas you think you could have done better in? What are they?
  • Did you meet your learning goals for today’s lesson/project? Why or why not?
  • What is something you’re proud of in your work today?
  • What learning strategies did you use today, and how effective were they?
  • If you were to do this lesson/project again, what would you do differently?
  • What steps did you take to stay organized and manage your time effectively during the lesson/project?
  • How well did you collaborate with others (if applicable) in today’s lesson/project?
  • On a scale of 1-10, how would you rate your effort on this lesson/project, and why?

Reflection Questions for Group Work and Collaboration

These questions prompt students to reflect on their collaborative skills, from communication and decision-making to conflict resolution and leadership. The insights gained can guide students to improve their future collaborative efforts, enhancing not only their learning but also their teamwork skills, which are vital for their future careers.

Here are ten reflection questions designed to help students evaluate their performance and experience within a group setting:

  • What role did you play in your group, and how did it contribute to the project’s outcome?
  • What were the strengths of your group? How did these strengths contribute to the completion of the project?
  • Were there any challenges your group faced? How were they resolved?
  • What did you learn from your group members during this project?
  • If you could change one thing about the way your group worked together, what would it be and why?
  • How did your group make decisions? Was this method effective?
  • What was the most valuable contribution you made to the group project?
  • What is one thing you would do differently in future group work?
  • Did everyone in your group contribute equally? If not, how did this impact the group dynamics and the final product?
  • What skills did you use during group work, and how can you further improve these skills for future collaboration?

Reflection Questions for Goal Setting

Here are ten reflection questions that can help students define their goals and the steps needed to reach them:

  • Based on your recent performance, what is one learning goal you would like to set for the next lesson/unit/project?
  • What specific steps will you take to achieve this goal?
  • What resources or support do you think you will need to reach your goal?
  • How will you know when you have achieved this goal? What will success look like?
  • What is one thing you could improve in the next lesson/unit/project?
  • What skills would you like to improve or develop in the next term?
  • What learning strategies do you plan to use in future lessons to help you understand the material better?
  • How do you plan to improve your collaboration with others (if applicable) in future projects or group tasks?
  • How can you better manage your time or stay organized in future lessons/projects?
  • How can you apply what you’ve learned in this lesson/unit/project to future lessons or real-world situations?

Here are more reflection questions for students:

Reflection Questions for Students After a Project

  • What part of this project did you enjoy the most, and why?
  • What challenges did you face during this project, and how did you overcome them?
  • If you were to do this project again, what would you do differently?
  • What skills did you utilize for this project?
  • How does this project connect to what you’ve previously learned?

Reflection Questions for Students About Behavior

  • How do you feel your behavior affects your learning?
  • Can you identify a time when your behavior positively impacted others?
  • How can you improve your behavior in the next term?
  • What triggers certain behaviors, and how can you manage these triggers?
  • How do you plan to exhibit positive behavior in the future?

Reflection Questions for Students After Watching a Video

  • What is the main message or idea of the video?
  • How does the content of the video relate to what we’re learning?
  • What part of the video stood out to you the most, and why?
  • What questions do you have after watching the video?
  • Can you apply the lessons from the video to real-world scenarios?

Reflection Questions for Students at the End of the Year

  • What is the most significant thing you’ve learned this year?
  • Which areas have you seen the most growth in?
  • What was the most challenging part of the year for you, and how did you overcome it?
  • What are your learning goals for the next school year?
  • How have you changed as a learner over this school year?

Reflection Questions for Students After a Test

  • How well do you feel you prepared for the test?
  • What part of the test did you find most challenging and why?
  • Based on your performance, what areas do you need to focus on for future tests?
  • How did you handle the stress or pressure of the test?
  • What will you do differently to prepare for the next test?

Reflection Questions for Students After a Unit

  • What was the most important concept you learned in this unit?
  • How can you apply the knowledge from this unit to other subjects or real-life situations?
  • Were there any concepts in this unit you found confusing or difficult?
  • How does this unit connect to the overall course objectives?
  • What strategies helped you learn the material in this unit?

Reflection Questions for Students After Reading

  • What is the main idea or theme of the text?
  • How do the characters or events in the text relate to your own experiences?
  • What questions do you have after reading the text?
  • How has this reading changed your perspective on the topic?
  • What part of the text resonated with you the most, and why?

Reflection Questions for Students After a Semester

  • What are three significant things you’ve learned this semester?
  • What strategies did you use to stay organized and manage your time effectively?
  • How have you grown personally and academically this semester?
  • What challenges did you face this semester, and how did you overcome them?
  • What are your goals for the next semester?

Final thoughts

Circling back to the heart of this post, reflection questions are undeniably a potent catalyst for meaningful learning. They are more than just queries thrown at the end of a lesson; they are introspective prompts that nudge learners to weave together the tapestry of their educational journey with threads of self-awareness, critical analysis, and personal growth. It’s through these questions that students can reflect on their academic canvas and begin to paint a picture of who they are and who they aspire to be in this ever-evolving world of knowledge.

References and further readings

Sources cited in the post:

  • Driving Continuous Improvement through Reflective Practice, stireducation.org
  • Practice-based and Reflective Learning, https://libguides.reading.ac.uk/
  • Don’t underestimate the Power of Self-reflection, https://hbr.org/
  • Reflective Practice, https://le.unimelb.edu.au/
  • Reflection in Learning, https://files.eric.ed.gov/fulltext/EJ1210944.pdf
  • The purpose of Reflection, https://www.cla.purdue.edu/
  • Self-reflection and Academic Performance: Is There A Relationship, https://www.ncbi.nlm.nih.gov/
  • Reflection and Self-awareness, https://academic.oup.com/

Further Readings

A. Books on reflective learning

  • Brockbank, A., & McGill, I. (2007). “ Facilitating Reflective Learning in Higher Education “. McGraw-Hill Education.
  • Dewey, J. (1933). “ How We Think “.
  • Moon, J. A. (2013). Reflection in Learning and Professional Development .
  • Schön, D. A. (1983). “ The Reflective Practitioner: How Professionals Think in Action “. Basic Books.
  • Gibbs, G. (1988). “ Learning by Doing: A Guide to Teaching and Learning Methods “. FEU.
  • Boud, D., Keogh, R., & Walker, D. (1985). “Promoting Reflection in Learning: A Model”. In Reflection: Turning Experience into Learning . Kogan Page.
  • Kolb, D. A. (1984). “ Experiential Learning: Experience as the Source of Learning and Development “. Prentice-Hall.
  • Rolheiser, C., Bower, B., & Stevahn, L. (2000). “ The Portfolio Organizer: Succeeding with Portfolios in Your Classroom “. Association for Supervision and Curriculum Development.

B. Peer-reviewed journal articles

  • Rusche, S. N., & Jason, K. (2011). “You Have to Absorb Yourself in It”: Using Inquiry and Reflection to Promote Student Learning and Self-knowledge. Teaching Sociology, 39(4), 338–353. http://www.jstor.org/stable/41308965
  • Ciardiello, A. V. (1993). Training Students to Ask Reflective Questions. The Clearing House, 66(5), 312–314. http://www.jstor.org/stable/30188906
  • Lee, Y., & Kinzie, M. B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40(6), 857–874. http://www.jstor.org/stable/43575388
  • Gunderson, A. (2017). The Well-Crafted Question: Inspiring Students To Connect, Create And Think Critically. American Music Teacher, 66(5), 14–18. https://www.jstor.org/stable/26387562
  • Grossman, R. (2009). STRUCTURES FOR FACILITATING STUDENT REFLECTION. College Teaching, 57(1), 15–22. http://www.jstor.org/stable/25763356
  • Holden, R., Lawless, A., & Rae, J. (2016). From reflective learning to reflective practice: assessing transfer. Studies in Higher Education, 43(7), pages 1172-1183. Jacobs, Steven MN, MA Ed, RN. Reflective learning, reflective practice. Nursing 46(5):p 62-64, May 2016. | DOI: 10.1097/01.NURSE.0000482278.79660.f2
  • Thompson, G, Pilgrim, A., Oliver, K. (2006). Self-assessment and Reflective Learning for First-year University Geography Students: A Simple Guide or Simply Misguided?. Journal of Geography in Higher Education, Pages 403-420. https://doi.org/10.1080/03098260500290959
  • Kember, D., McKay, J., Sinclair, K., & Kam, F. Y. (2008). “A Four-Category Scheme for Coding and Assessing the Level of Reflection in Written Work”. Assessment & Evaluation in Higher Education.

presentation reflection for students

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Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

presentation reflection for students

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Video Presentation and Reflections

At-home activity.

For this assignment, students work in small groups to create and edit short video presentations (flexible in genre) to recast their research for a new audience. Students then reflect on their presentations.

Guide to Oral/Signed Communication in Writing Classrooms

To remediate the findings of a research project into a different genre; to work together in a team to produce and edit a short video; to practice oral communication skills in the context of a video; to reflect on the entire course and the research project.

oral presentations; video editing; multimodality; metacognition; remediation of research into a new genre

Part 1: Video

  • Prepare (alone or with 1-2 partners) a recorded video presentation that somehow draws upon your research and what you’ve learned about songs or albums this semester.
  • Make sure that your video is at least 1 minute long, but ideally less than 3 minutes long, for every student participating. Each partner should be prominent in the video, though there is no need to divide the time exactly evenly.
  • Work together to create a topic; you may draw on some or all of the participants’ major research papers, but your topic does not need to be directly connected to everyone’s papers as long as it clearly reflects what you’ve learned in the course.
  • writing and performing an original song
  • performing a monologue (as yourself or in character as an author, poet, character, etc. from course/research sources)
  • making an original music video for a song
  • giving a “TED Talks”-style mini-lecture teaching how to analyze a given exhibit source
  • creating a video review of an exhibit source
  • making a film “trailer” for a biopic or documentary that you envision of one of the authors you researched/encountered

Part 2: Reflections/Analysis/Explanation

  • Write an explanation and analysis of your Video Presentation (at least 200 words; up to half of this may be co-written with your partners), explaining how it was informed by your research and what you learned this semester.
  • Mention at least 5 specific sources (background, exhibit, and/or argument) that fed or inspired your project. Point to specific moments in your video.
  • Note some things you wanted people to notice or take away from your video.

Digital Matters

An Emory blog about teaching with technology

Student Presentations in Remote Learning Environments

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Synchronous (Live)

Technical details, general zoom live presentation tips.

  • Keep student presentations short, about 10 minutes each, plus a few minutes for questions. This allows for setup time and questions and helps keep the attention of students watching (attention spans for remote meetings are typically lower than in-person ).
  • To make up for shorter presentation times, you can add a complimentary activity to the assignment, such as a reflection essay or annotated bibliography, if desired.
  • Try to replicate a live in-person class as much as possible. Have all students with webcam access turn on their cameras to help them stay accountable for being present. Have anyone not presenting mute their mic.
  • Set up a practice session using Zoom breakout rooms. For example, split a class of 30 students into 5 breakout groups of four students each. Students can refine their work and give feedback on the others’ presentations.
  • Students can also set up their own Zoom room to practice—make sure they know they have access to do so.
  • Create a rubric so that students know what is expected. With online classes, it’s especially important to have clear communication about grading, and rubrics can help clear up any ambiguity. There are several examples like this one that can be found online.
  • Be willing to host a Q&A session about the assignment for any further questions (this can reduce the number of last-minute questions).
  • Share the Emory-themed Zoom backgrounds with students to use during their presentation, or encourage them to find a background image that suits their presentation. See this page for how to set Zoom backgrounds.

Asynchronous (Recorded)

Canvas studio.

  • Submit a Studio file upload assignment  
  • Submit a Studio text entry assignment
  • Upload a Studio file in the Canvas Student app on iOS
  • Upload a Studio file in the Canvas Student app on Android

Setting Up a Flipgrid:

  • Follow the steps on Flipgrid’s Getting Started page for educators .
  • Create a Flipgrid for each individual class that would normally meet in the same place (per FERPA regulations). Within the Flipgrid, you can add multiple discussion topics/assignments.
  • Add co-instructors and TAs as “CoPilots” so they can help facilitate the grid.
  • When creating your Flipgrid, choose the “Student Email” type. This will only allow access using their @emory.edu email address and prevent users outside Emory from accessing it.
  • Turn on Video Moderation in the Topic settings to prevent students from seeing each others’ videos until you have reviewed them.
  • Each grid has a unique link or code you can use to share the grid in Canvas or email.
  • Students can also access the grid on their mobile devices via the free Flipgrid apps for iOS and Android.

General Recorded Presentation Tips

  • Conduct a graded peer review round for students to practice their presentation and reply to each others’ videos with feedback.
  • Create an ungraded or graded activity that allows students to practice using Studio or Flipgrid before starting the main assignment.
  • Set a presentation time limit of 10 minutes. If you want to add more to the assignment, include a complimentary activity such as peer review, a reflection essay, or an annotated bibliography related to the presentation.
  • As with live presentations, create a rubric for the assignment and host a Q&A session to clear up any ambiguity.

Photo by  Matthias Wagner  on  Unsplash

  • Grades 6-12
  • School Leaders

FREE Scientific Method Posters 😍🧪

45 Awesome Must-Use Questions to Encourage Student Reflection and Growth

Reflection questions for before, during, and after a project or lesson.

Reflection Questions for the Classroom

Teaching our students the importance of reflecting upon their knowledge, work, effort, and learning is super important, but it’s not always that easy. 

Reflection questions allow students to think about their thinking.

This kind of questioning allows students to better understand how they are working or learning so they can make changes and adjustments from there. Reflection takes time, and often students think that once their work is complete, they should be finished. Often, the younger the student, the more difficult it can be to get them to reflect on what they’ve done. 

Here are a few of our favorite reflection questions to use in your instruction. Adjust or edit these questions to meet your students’ needs. 

Before students begin their work: 

  • What do I know about this topic or subject?
  • What would I like to learn about this topic or subject?
  • Where will I find the information I need for this assignment? 
  • What kinds of research do I need to do?
  • Do I fully understand the question or prompt? 
  • How can I break down the assignment into smaller parts? 
  • Did I give myself ample time to really think about this assignment and brainstorm possible solutions? 
  • Who can help me get what I need to complete this work? 
  • What tools or supplies should I use for this assignment?
  • How will I be assessed for this project? 
  • Do I understand all parts of the rubric or scoring guide?
  • What are my goals for this assignment? 
  • What do I need to do in order to meet those goals?
  • How will this assignment be turned in to my teacher? 
  • Do I know the due date for this project, and am I able to meet it? 


While students are working:

  • What have I learned so far?
  • What else do I need to know in order to finish this task? 
  • Can I make a few predictions about what will happen next?
  • How well am I using my time?
  • Am I answering all parts of the questions completely? 
  • Which parts of this assignment are easy for me?
  • Which parts of this assignment are challenging for me?
  • Does my work reflect my effort thus far? 
  • Am I putting forth my best effort in my work?
  • Are the sources I am using reliable?
  • Am I citing my sources properly?
  • How close am I to achieving my original goals with this assignment?
  • Are the goals I set before I began this assignment still reasonable? Do I need to readjust them?
  • If possible, can I ask my teacher or a classmate for feedback on my current progress on this assignment?
  • Am I learning interesting information as I work on this project? 

After students finish their work or assignment:

  • What new information have I learned from this assignment? 
  • What surprised me about what I learned?
  • How quickly was I able to finish this work?
  • Where were my roadblocks? 
  • How did I move through roadblocks or challenges?
  • Is my work adapted for the correct, appropriate audience?
  • How closely did I follow the parameters of the assignment?
  • Using the grade rubric, how would I score my own work?
  • What would the teacher say about my work? 
  • If given the opportunity, one thing I would change about this assignment is …
  • How does my work compare to what my classmates did on this assignment? 
  • Does my work truly reflect my effort?
  • Have I achieved the goal I set for myself with this assignment? 
  • What would I do differently next time, if given the chance?
  • Am I proud of my work? 

Do you want a short one-page printable of all of these questions to guide your instruction? 

Printable Reflection Questions

Grab the printable version here.

What other questions would you add to this list? Come and share in our  WeAreTeachers Chat group on Facebook.

Plus, check out our big list of critical thinking questions and growth mindset posters.

45 Awesome Must-Use Questions to Encourage Student Reflection and Growth

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The Ultimate Guide to Effective Teacher Presentations: Strategies & Tips

Dianne Adlawan

Dianne Adlawan

The Ultimate Guide to Effective Teacher Presentations: Strategies & Tips

Teachers, by nature, are considered professional presenters. Their main responsibility is to talk in front of their students to relay educational knowledge, sharpen their minds and skills, and even serve as a second guide alongside their parents. They also speak in front of parents, co-teachers, and school administrators. This just means that preparing for a presentation is already not new to them.

Still, teachers can become so comfortable with their presentation routine that their techniques turn into autopilot. The result of a repetitive task can become tiring and not challenging anymore which may result in students losing interest or attention span in the process.

The tips featured in this article are dedicated to these hard-working professionals. This will help them prepare and perform a better presentation in front of any type of audience.

effective teacher presentations

Why You Should Prepare for a Presentation

  • Preparation helps you build to structure your thoughts to create a well-organized presentation. By taking the time to prepare, you can decide what information is most important, plan the flow of the presentation, and make sure that everything is connected and easy to follow.
  • Second, it allows you to think ahead of the questions that your audience might ask. Especially if you’re giving a presentation to a group of various audiences, who are curious about the topic at hand. By preparing in advance, you’ll be able to answer any questions they may have, which will not only increase their understanding but also boost your credibility as a teacher.
  • Lastly, preparation helps you make the most of your time. Advanced preparation ahead of the presentation can ensure that you’re not wasting time trying to organize your thoughts at the last minute.

Effects of an Organized and Well-Planned Presentation

An audience engages with a speaker who knows their words and poses a confident attitude. While the projector may display clear and concise slides, the presenter is the main ingredient to every presentation.

For teachers, a well-planned lesson presentation helps the teacher maintain the attention and interest of their students, which is crucial for effective learning. Additionally, being organized and prepared will help teachers convey their ideas more effectively and it will help the teacher to feel more confident, which also impacts their teaching and in turn can help to build trust and rapport with their students.

Possible Outcomes of An Unprepared Presentation

Let’s suppose you haven’t allocated enough time to plan and prepare for an important presentation. What could be the potential outcomes?

  • Increased Stress and Anxiety: Lack of preparation can lead to increased anxiety and stress, which can not only hinder your ability to deliver a convincing presentation but also hurt your mental health and work balance. It can cause a “mental block,” causing you to lose focus and concentration during your delivery.
  • Poor Presentation Delivery: Without proper preparation, your presentation can appear scattered and disjointed. This can lead to an incoherent message that fails to convince your audience.
  • Diminished credibility: Delivering an unprepared presentation can harm your reputation as a professional. It can portray you as disorganized and unreliable which could lead your colleagues or students to question your competence and reliability.

Effective Visual and Content Organization Tips

Consider this as the first stage towards an effective teacher presentation. Before moving on to improving your verbal communication cues, let’s enhance first your presentation visuals and content.

Visual Tips

1. add powerpoint animations and different media.

Establishing an attractive slideshow is one of the keys to a successful presentation. This will put a good impression on your audience that you’re prepared just by seeing how well-designed your presentation is. Of course, images add to slideshow attraction, but consider adding another forms of media such as GIFs and videos, as well as animations! Microsoft PowerPoint has a lot of fun & captivating features that you may not be aware of. Check out this example of an easy yet appealing Slide Zoom trick in PowerPoint that you can add to your presentation to wow your audience.

@classpoint.io Did someone say FREE??? Yes, we did. Here are free websites to help you upgrade your next PowerPoint presentation! 😎 #powerpoint #presentation #design #studytok #edutok #tutorial #tipsandtricks #ai ♬ original sound – r & m

Read Next: Make Your Presentations POP With This PowerPoint Animation Template

2. Use Readable Font Styles

Make sure to use the best font style that makes your presentation look sleek, readable, and won’t strain your audience’s eyes while reading. We all want to use a fancy font, trust me, I get it. But most of the time, simplicity is beauty, especially if you’re presenting a professional-looking slideshow. Font styles such as Poppins, Tahoma, Verdana, Montserrat, and Helvetica are great examples of font styles that screams simple yet professional to look at.

On the other hand, font styles such as Bradley Hand, Comic Sans, and Chiller are not ideal choices as they are not meant to captivate your audience’s eyes. And another tip is to stick to two or three fonts only!

ClassPoint teacher presentation using 'Poppins' font

3. Use Relevant Graphics

Selecting graphics for designing your presentation depends on your audience and the goals you aim to achieve with the presentation. For example, if you are presenting in front of students and your goal is to keep them engaged, motivated, and actively participating, then you might consider incorporating charts, tables, and relevant shapes into your design.

It’s important to remember that your presentation design should align with the theme of your topic.

Free Websites to Upgrade your Presentation Graphics:

  • Craiyon. com
  • The Noun Project

4. Use Audience Engagement tools to Activate Learning

Want the quickest solution to an engaged audience? Well, it’s audience interactive activities! Adding interactive activities to your presentation can help keep your audience engaged and interested. One of the easiest ways to do this is to use ClassPoint, an audience engagement tool added right into PowerPoint presentations.

With ClassPoint, you no longer need to worry about strategies to keep your students engaged, as this tool transforms PowerPoint into a teacher presentation tool with a teacher toolbelt and student quizzes , polls, and games that make presentations more fun & engaging.

By combining ClassPoint with your presentation techniques, you can focus solely on setting up your lesson content in PowerPoint and allow ClassPoint to handle the rest for achieving a learning-activated presentation lesson .

🔍 Learn more about ClassPoint, the teacher add-in for better lessons & student engagement 👍

5. Use a Laser Pointer

Help focus your audience attention by using a laser pointer!

With the help of a laser pointer device, teachers are able to attract the attention of their audiences and concentrate on essential points in their presentations. Highlighting these main ideas and terms assists the speaker in organizing their speech, preventing distraction, and increasing retention of the information presented.

You can use a physical laser pointer & clicker, or with the addition of ClassPoint into PowerPoint, presenters can easily turn their cursor into a laser or a spotlight . This can make it even easier for students to follow along and is a convenient tool for creating a more captivating teacher presentation.

Secret tip: if you write on your slide with the laser, it will leave disappearing ink! 🪄

Content Tips

1. research and fact-check your presentation.

As educators, it is crucial to equip ourselves with reliable and accurate information before presenting to our students. We have a responsibility to not only educate them but to also mold them into critical thinkers who are equipped with factual knowledge. Without thorough fact-checking, we risk disseminating misinformation and hindering their intellectual growth.

To avoid such situations, we must prioritize research and fact-checking before presenting any information. Conducting research helps us not only in finding accurate information but also in ensuring that the sources we use are reliable and credible. Moreover, taking the time to fact-check demonstrates our commitment to providing students with high-quality education and the desire to create a safe and accurate learning environment.

2. Be Prepared to Anticipate Questions during the Presentation

It is important to be well-prepared for a presentation especially anticipating and addressing questions. This applies particularly to a teacher presentation, as educators face varied expectations and questions. Adequate preparation allows you to organize ideas and justifications, and it can deepen understanding, boost confidence, and improve adaptability. Addressing questions, makes your audiences feel heard and appreciated. This will result in comprehensive presentations, enhanced confidence, improved information flow, and an atmosphere of respect and understanding.

A great & visual way you can elaborate, or explain your material in new ways, is by using ClassPoint’s whiteboard tools added to PowerPoint. ClassPoint’s added toolbar presents teachers with unlimited whiteboard slides they can open whenever they need, and user-friendly yet comprehensive pen tools with available shapes, and text boxes. Plus you can also use ClassPoint’s quick poll or other question types to assess students’ understanding with hard data & insights.

Addressing questions well makes your audience or students feel heard & appreciated leading to improved learning, enhanced confidence, and a respectful, safe learning environment.

3. Provide an Outline Structure of your Content

When you are preparing your presentation, it is best to first create an effective outline structure that will guide your presentation flow and help you focus on the main learning objective. But what you may not be doing, is offering that outline structure to your students, but you should!

Providing students with a clear understanding of what this lesson is about, the structure of the lesson, and what they will be able to take away from it is important. By doing so, you can help students stay focused and follow along with the material. Additionally, you are setting expectations and ensuring that everyone is on the same page, which can help promote student autonomy. So, include an outline at the start of your presentation lesson.

Step-by-Step Strategies for a Successful Presentation

Before presentation, know your audience, your students, or observers.

Once you have completed your deck, you may want to add a guide script and any additional notes with important points you don’t want to forget or you want to highlight in your presentation to impress your students .

Practice your presentation delivery/lesson

Practice delivering your presentation give you a chance to fine-tune your content and get your facts down. This will help you become more comfortable with the material and identify areas that need improvement. You can practice in front of a mirror, record yourself and watch it back, or even rehearse with a colleague or friend. When practicing, pay attention to your posture, tone of voice, and pacing. By doing so, you’ll be able to deliver a confident and engaging presentation that will captivate your audience.

Use a friendly tone of voice and pace

Adjust your tone to match your message, and avoid speaking too quickly so that your audience will get the chance to absorb the information you’re sharing. By being mindful of these aspects, you will capture your audience’s attention and leave them feeling informed and inspired.

Use engaging body language

Body language is essential for engaging your audience during a presentation. Stand up straight, make eye contact, and use hand gestures to emphasize important points. You can also move around the classroom to keep your students’ attention. By using engaging body language, you’ll be able to convey your message more effectively and keep your students interested throughout the presentation. You’ve got this!

During Presentation

Create an icebreaker.

Having an icebreaker is a warm-up for your students’ brains, allowing you to focus and engage with the material being presented. It also helps break down any barriers or tension between the presenter and the audience, making for a more relaxed and welcoming atmosphere. Additionally, an icebreaker provides an opportunity for the presenter to showcase their creativity and personality, adding an extra level of excitement and engagement to the presentation.

Good thing that ClassPoint has numerous features to help you perform an entertaining and unforgettable icebreaker. Here are some examples that you can use during an icebreaker.

  • Quick Poll : Quick Poll allows you to create interactive polls right inside your presentation. When used as an icebreaker, it can engage the audience, initiate discussions, and provide valuable insights that help tailor the content to participants’ preferences.
  • Word Cloud: Presenters can ask thought-provoking questions related to the topic or general interest. Using Word Cloud, the audiences can answer through their mobile which can be instantly seen as collective responses, with the most frequently mentioned words appearing larger.
  • Short Answer : In short answer, you can challenge your audiences’ thought process in a short-form writing activity with no options to get from to test their ability to understand.
  • Image Upload : Using single image, audiences can interpret what they feel like, or their mood using only the photos in their gallery or surroundings. A creative yet fun way for an icebreaker!

Speak clearly

Effective communication is crucial when presenting important information to students. Speaking clearly helps ensure that students understand the concepts being taught and follow instructions effectively. As a teacher, it’s important to focus on clear speech to promote effective communication and help your students comprehend the material being presented.

Pay attention to your audience’s attention

Since distractions are aplenty, attention spans are dwindling, it’s important for presenters to captivate their audience’s attention right from the beginning. For teachers, when speaking in front of your class, you should not only focus on the content of your presentation but also on your students’ attention.

To ensure that your students won’t start drifting away or zoning out, start with a compelling opening that immediately grabs their attention. Use vivid storytelling, examples, or demonstrations to engage your students and drive home your message. Don’t forget the power of humor, and never be afraid to be yourself – authentic, passionate, and confident.

Add Personality: share short relatable stories

“A great personality makes everyone feel energized; just like a flower’s fragrance that freshens ups the complete surrounding.” 29 Personality Quotes to Achieve Greatness

As to what is stated in the quote, having a positive and vibrant personality affects the overall mood of your surrounding, it can capture the audience’s attention and maintain their interest throughout the presentation. While the ultimate goal is to deliver a presentation rich with new learnings and knowledge, adding humor can do no harm to lift up the mood in the room. You might want to start by segueing a short story that your students can relate to and make interactions by encouraging them to share a story too or ask questions.

Post-Presentation Reflection

Take the comments by heart.

Receiving feedback from your students is a great way for evaluating the efficacy of a teacher presentation. This can help you identify areas where you can improve and tailor your teaching tactics to better suit the needs of your students. Listening to your students’ feedback can also promote a feeling of cooperation and enable them to become more actively involved in the learning experience. So, don’t be afraid to ask for feedback and take it to heart in order to continually improve your presentations.

Experienced educators understand that they are perpetually crafting their skills, and feedback from their audience brings an opportunity for professional advancement. In addition, accepting audience feedback illustrates esteem and worth for the students’ views. It promotes a feeling of cooperation and enables students to become more actively involved in the learning experience.

Preparing for a presentation is essential for teachers to deliver engaging and impactful content to their students. By structuring thoughts, anticipating questions, and preparing ahead, teachers can achieve a well-organized presentation that will enhance the students’ understanding and leave them feeling confident.

By following our strategies and tips teachers can achieve successful lessons using PowerPoint presentations. And, with the help of an advanced educational technology tool like ClassPoint, teachers can create dynamic and memorable presentations that their students will enjoy and actively participate in.

Try out ClassPoint today and experience a whole teacher presentation in PowerPoint! ✨

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Self Reflection on 1st Presentation

Self-Critique of my first presentation                                             Presenter: Drilona Aliu

Description of Experience 

Since I was the last one to present in class, I had the advantage of seeing everyone else presenting and catching on their strategies. It seemed that all the previous presenters were very comfortable on presenting and they rarely showed any sign on nervousness. Usually, I am able to control my nervousness by giving a “talk” to myself and I imagine myself as the subject matter expert. By having these positive thoughts in my mind, I am able to control nervousness that may be created as a result of the fear of talking in front of people and sharing something very personal such as part of my childhood.

The most challenging aspect of this presentation was creating a meaningful story through an effective framework that would transmit my emotions as a child and my journey to learn English. I find it very challenging when I have a lot to share but do not know how to properly deliver my message in a logical order. While watching the DVD, I was able to identify that this challenge was evident although I tried to hide it as I was speaking. The most surprising aspect of my speech was that I used a lot of facial expressions. This might have always been the case but because I never watched myself presenting I have not been able to identify this habit. I could have done better in certain areas such as volume and speech rate, but I believe that I gave a good overall impression.

I believe that my first speech was effective and kept the audience interested. There is more room to improve upon the introduction and conclusion such as engaging the audience in my opening question: As a child, what did you want to be when you grew up? Such questions are always a good way to start the speech as it keeps the audience interested. I also think that due to time management constraints, I could have done a better job on the conclusion such as ending my speech how this journey affected the path I chose in life. This would “justify” how English has played a role in my life and how he has influenced my personal and professional growth.

I believe that my delivery was generally clear and organized;  however, while watching the DVD I noticed that I need to work more on the speech flow and find effective ways to engage the audience. My posture and eye contact were good but I definitely need to work on my speech rate, such as making more pauses so the audience is able to “digest” the information provided and not feel overwhelmed with the amount of the information at a fast pace. I also think I “overdid” my hand gestures and this is something that I need to improve. Being from the Balkan region, it is part of our culture to excessively use hands when we talk. We are very expressive that way and that may be distracting for many people in the audience. There is also room for eliminating fillers such as um as I tend to use them quite a bit, especially in the beginning of my speech.

Overall, I believe that I have many strengths such as the ability to speak without feeling overwhelmed or very nervous,  to quickly think and avoid mistakes without getting frustrated (mistakes are for human beings), and to deliver my speech with  effective voice projection and eye contact. The main areas for improvement would be to engage the audience as they may relate more to my speech, use fewer facial and hand gestures, speak at a slower pace and make appropriate pauses, and use fewer fillers throughout the speech.

As a result, my goals to improve in public speaking are:

  • Effectively organize and clearly deliver my main points. Each main point should be backed up with effective supporting points and examples to make it more illustrative for the audience. The steps I would take to improve on this goal are to develop  a detailed speech outline and rehearse it several times while timing itso I do not run out of time.
  • Improve my speech rate. I tend to talk too fast and make very few or short pauses. It is my goal to improve my speaking pace so the audience will be able to follow it better. This can be achieved through multiple rehearsals and ability to select only worthy arguments (quantity vs quality).
  • Last but not least is hand gesture control. Watching myself on the DVD made me realize that I use my hands a lot when I speak and sometimes that can be distracting for the audience. I need to work on using my hand gestures appropriately and a way to improve that is through recording myself every time I deliver a speech and reviewing it as that is something I do unconsciously.

There are many other things to improve and I am confident that I will be able to incorporate these changes in my next presentation!


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Module 3: Reflection on “Efficiency in the Digital Age”

I am writing for a student audience.

The most useful thing I learned in this module was about the root causes of procrastination and how to overcome it. It is important to find the root causes of procrastination and adopt strategies to be more productive. According to ALX, Module 3 Lesson PowerPoint, “Causes of procrastination may include a lack of understanding of content, over-commitment, distracting learning environments, and so on.” (p.4) To overcome procrastination, it is necessary to find these root causes and develop countermeasures accordingly, e.g., if the content is difficult to understand, I will look for additional materials or contact the teacher; if I feel pressured by time constraints, I will create a timetable to manage my time more efficiently; if the learning environment is too distracting, I will try to study in the library or turn off my cell phone, etc. These strategies have become part of my daily life and they help me to improve my focus and efficiency.

In my practice, I tried the method of making a detailed schedule. I planned my daily study tasks in detail and assigned each task a clear period as well as a deadline for each task. I found that this method not only increased my efficiency in utilizing my time but also reduced my anxiety about task deadlines. I gained a great sense of satisfaction and accomplishment when I saw that I completed my tasks as planned.

In the future, I plan to continue applying the ideas I learned from this module, especially regarding time management. I will try to break down larger tasks into smaller parts so that I will be able to complete tasks gradually without feeling stressed. I also plan to continue to use online tools, such as Outlook Calendar, to organize my study and work time and set reminders to ensure that I don’t miss any important deadlines and that I have enough buffer time for unanticipated tasks.

Based on my learning and personal experience in this module, I would advise students to find appropriate ways of time management and avoiding procrastination from the realities of their own lives. You can start by trying a simple time tracker to understand how your time is used and what time is wasted, and then gradually implement calendar planning and task breakdown. It’s also important to develop the habit of self-reflection, regularly checking and adjusting your time management strategies, which will help you become more efficient and reduce unnecessary stress in the long run.

Reference: “ALX Module 3 Lesson.” Google Docs , https://docs.google.com/presentation/d/1oW4uIQzZt_QqUhAw8kHFytPOOnVzJdx-94dEwBulguc/edit#slide=id.p53

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20+ Questions to Jump-start Your Career Exploration


Below you will find questions meant to prompt your career exploration. Take time to reflect on each question, as a strong understanding of yourself will be essential to effectively navigate the twists and turns of your unique career path. Get to know your values, personality type, strengths, and interests, as these all deeply inform your satisfaction with career choice.

It is perfectly normal if you do not immediately know the answers to some of these questions; these are intentionally difficult questions. Some of your answers will remain constant throughout your career, while others will shift and adjust as you and your career continue to grow and develop. Remember this is not the finish line; it is just the beginning and you should return to these questions often. With each new experience comes the opportunity to reflect on how you’ve grown, changed, and evolved, and to evaluate where that may lead you next.

  • What is important to me?
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  • When have I been most inspired or most motivated?
  • If I could choose a tattoo for myself, what might it be? Why?
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Make an appointment with your Advisor for Career Exploration (ACE) to discuss these topics and explore different types of assessment and reflection activities. Your ACE will help you reflect on your experiences throughout college so that you graduate with a strong sense of self and goals for your future.

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  • http://orcid.org/0000-0001-7252-0791 Natalie Edmiston 1 ,
  • Iman Hegazi 2
  • 1 Lismore Rural Clinical School , Western Sydney University , Lismore , New South Wales , Australia
  • 2 School of Medicine , Western Sydney University , Penrith South , New South Wales , Australia
  • Correspondence to Dr Natalie Edmiston, Lismore Rural Clinical School, Western Sydney University, Lismore, New South Wales 2480, Australia; n.edmiston{at}westernsydney.edu.au


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  • Clinical Decision-Making
  • Overdiagnosis
  • Delivery of Health Care
The whole art of medicine is in observation… but to educate the eye to see, the ear to hear and the finger to feel takes time, and to make a beginning, to start a man on the right path, is all that you can do.

William Osler. ‘The Hospital as a College’ Aequanimitas. 1914:332

Learning to diagnose is a crucial skill for medical students and we propose that on this path, we need medical students to learn to make diagnoses that are both correct and useful.

What is overdiagnosis and why should it be addressed by medical schools?

Overdiagnosis is a concept that presents both opportunities and challenges in medical education. Overdiagnosis can be considered the detection or labelling of a condition that was never going to cause harm, or the application of a diagnostic label to ordinary life experiences. 1 Multiple drivers to overdiagnosis have been identified and health professionals are one of the drivers. 2 Doctors, in particular, play a critical role in making diagnoses, meaning they are an integral part of any pathway, leading to overdiagnosis. While including overdiagnosis in a medical curriculum has been suggested, there is no agreement about what ought to be taught. 3 This lack of consensus is a reflection of the lack of clarity about overdiagnosis in general. 4 An understanding of the terminology can be useful before considering the place of overdiagnosis within medical curriculum ( table 1 ). Preventing overdiagnosis is a key step in reducing many of the potential harms of low-value care. 5

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Overdiagnosis and related concepts

Teaching diagnosis differently

For medical students and educators, there is a conceptual barrier that must be overcome to recognise that not all diagnoses have utility for our patients. That is not to say that diagnoses do not have utility for others within the health system. Researchers benefit from ensuring a well-defined disease or condition is being studied and health administrators and others can understand the frequency of conditions that result in admissions, mortality and other outcomes. The fundamental concern with overdiagnosis is when the utility of the diagnosis is not accrued by the patient but by others. A second conceptual barrier is to recognise that giving a diagnosis is a part of clinical management, not a separate activity, and, therefore, as with all aspects of clinical management, there are choices. Some propose that clinical decision-making is fundamentally different for diagnosis and clinical management. 8 However, when clinical decision-making is considered as a continuum from presentation to completion of care, the same questions that are asked of treatments can be asked of diagnosis. Will this provide a benefit for my patient? What is the best choice for this situation? Where available, evidence-based guidelines for diagnostic testing can support decision-making 9 ( box 1 ).

Diagnosis as part of clinical management; a hypothetical presentation.

A 52-year-old man, Brian, visits his primary care provider. He has separated from his wife with whom he has three children and recently had a short-term relationship with a woman who has been diagnosed with herpes simplex type 2 in the past. He has no symptoms but wants to have a test to see if he has genital herpes. He has heard about a blood test that can give him a diagnosis.

The doctor is aware that herpes serology is not generally an appropriate screening test in asymptomatic patients, and that before ordering the test, consideration should be given as to whether test results will influence treatment or outcomes. 9

Brian and the doctor have a conversation about herpes and Brian understands that as he has no symptoms, there is no treatment that he would be advised to take. The doctor recommends condoms with any new sexual partners for the protection of both partners from other sexually transmissible infections but explains that there is no other behavioural advice given to a person with asymptomatic herpes simplex infection.

Brian understands that a serological diagnosis of herpes would not influence his clinical management with regards to medication or behavioural advice. The test in not ordered and potential overdiagnosis avoided.

New standards for Australian medical programmes emphasise the importance of social accountability and equity. 10 Hence, diagnostic teaching should incorporate the concepts of utility and choice as fundamental to ensuring accountability and equity in healthcare delivery. Medical education has a culture of diagnosis as central to healthcare delivery, by providing access to treatments or prognostic advice. Diagnosis is prioritised early in training, with problem-based learning and case-based learning focused around identification of a diagnosis. Indeed, intrinsic empowerment of learners to identify the problem is considered one of the characteristics of successful problem-based learning. 11 First-year medical students’ identification of problems for the purpose of learning basic sciences is often the first exposure to a diagnostic framework. This activity is often occurring outside of a clinical context, unaccompanied by the very values of accountability and equity that ought to be imbued in the practice of medicine. There is a risk that this privileging of diagnosis, and the isolation of diagnostic teaching from values, may persist when medical students enter clinical practice.

There are increasingly calls to review the teaching of diagnostic skills and clinical reasoning, largely driven by a desire to avoid misdiagnosis and missed diagnoses. 12 In a study of third-year medical students, participation in six online interactive modules focused on clinical reasoning resulted in an improved ability to identify the clinical reasoning skills of supervisors during clinical placements compared with students who did not participate in the modules. 13 However, most efforts to improve diagnostic teaching are focused on improving accuracy, by reducing cognitive error. 12 The key cognitive skill is to accurately classify presenting signs and symptoms as a diagnosis. There is little in the literature that considers the opportunity for improved diagnostic and clinical reasoning to avoid unnecessary diagnoses. Overcoming cognitive biases may be useful for finding correct diagnosis but may not be sufficient to find a useful diagnosis. Similarly, current models for teaching clinical decision-making teach choice in clinical management, but position medical diagnoses outside this framework, where there is no opportunity for choice. 8 A clinical decision-making framework that included diagnosis as a clinical management decision not merely a classification problem could contribute to addressing overdiagnosis.

Other educational approaches to address overdiagnosis

In addition to revisiting clinical reasoning, the following strategies may be useful in ensuring medical education addresses overdiagnosis; a more critical approach to evidence-based medicine, understanding of the role diagnoses play in society, and leadership skills. Critical thinking as part of clinical education is considered important to enable students to make better diagnoses and treatment plans, yet there is uncertainty about how this is best taught. 14 More research into developing critical thinking skills training for medical students is needed. We need to continue to teach evidence-based medicine and ensure it has applicability for clinical practice and diagnosis. Medical students should be encouraged to use evidence critically rather than default to guidelines. Recognising that diagnosis is not a strictly empirical science but rather an integral component of the complex modern healthcare system could be achieved by reintegrating elements of history and philosophy of medicine into medical training. Not only can teaching history of medicine increase understanding of the structural factors influencing healthcare, it has the additional benefit of teaching critical thinking skills. 15

Finally, we need to build confidence and leadership in future doctors. We need doctors to have confidence in the face of uncertainty, which is inherent to clinical practice. Instead of resorting to unnecessary diagnoses, doctors should learn to effectively manage this uncertainty. Skills developed in managing patients with medically unexplained illness 16 can also support the clinical management of patients without providing a diagnosis. Leadership and importantly followship, which is the ability for relative juniors to have influence on the health system, are included in the new Australian Medical Standards. 10 Supporting these attributes in medical students will allow them to make changes in the way healthcare is delivered in the future. An understanding of the implications of overdiagnosis and diagnostic skills inclusive of utility, combined with leadership skills provide the best opportunity for our future doctors to address overdiagnosis.

An Australian university experience

At Western Sydney University, before considering curriculum review, we sought to understand what medical students are learning related to overdiagnosis in the current curriculum. Interviews with medical students revealed that students rarely had heard the term overdiagnosis but were attuned to many of the concepts relevant to overdiagnosis. 17 The minimal representation of overdiagnosis was confirmed by interviews with educators and mapping of the curriculum to potential competencies on overdiagnosis. 18 Many of the skills and concepts that might address overdiagnosis were delegated to be taught within clinical placements with no formal teaching attached. The exception was education about overdiagnosis related to screening, 19 which was appropriately included within lectures on screening. This relative silence regarding a crucial aspect of modern healthcare is also highlighted in the experiences of medical students within emergency departments. 20 Teaching medical students diagnostic reasoning that includes utility and choice early in their education may enable critical reflection on diagnoses observed within their clinical placements. Having identified key considerations in addressing overdiagnosis in the curriculum ( table 2 ), Western Sydney University initiated two approaches. The first is a review of teaching within problem-based learning cases delivered towards the end of year 2, with tutors provided with guidance to include the implications of particular diagnoses and the possibility of alternative diagnoses or not giving a diagnosis. A similar approach to reviewing other elements of the curriculum will be undertaken in 2024. The second is the development of a case-based learning activity regarding problems with diagnoses. In this session, students were presented with cases that demonstrated either misdiagnosis or overdiagnosis and asked to identify the diagnostic problem and drivers of the problem.

Key considerations in addressing overdiagnosis in the curriculum

While it is evident that overdiagnosis is a reality, the imperative in medical education is to graduate doctors who are able to contribute to reducing overdiagnosis, not necessarily doctors who are able to define overdiagnosis, its drivers and harms. Learning that a diagnosis should not just be correct but should have utility, and that making a diagnosis is part of clinical decision-making, may be more important than understanding overdiagnosis terminology. Future doctors that appreciate this, and have skills as leaders, can help to produce a more patient-centred and sustainable healthcare system.

Ethics statements

Patient consent for publication.

Not applicable.

Ethics approval


The authors would like to acknowledge the important contribution of the following WSU MD students in researching and understanding this topic; Lucinda Colbert, Ollie Wong, Gisung Ko and Minh Le. Dr Thanya Pathirana is also acknowledged for her contribution to WSU curriculum mapping.

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Contributors NE prepared the manuscript, in consultation with IH. IH reviewed and contributed to the final manuscript.

Funding NE received funding from University Centre for Rural Health, Lismore, Australia to attend and present at the 2023 Preventing Overdiagnosis International Conference.

Competing interests IH is the Director of Medical Education in the School of Medicine at Western Sydney University. NE is employed by Western Sydney University as the School of Medicine Rural Research Lead, Lismore.

Provenance and peer review Commissioned; externally peer-reviewed.

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Utrecht student assoc. under fire for sexist "girl presentation", members suspended

Members of the Utrecht Student Corps (USC) have been suspended indefinitely with immediate effect because members of the female student association UVSV were "discussed on the basis of their appearance" in a sexist PowerPoint presentation called the “bangalist”, the USC reported. The association said it distances itself from "this disgusting action" and called it "shameful".

Banga is slang for slut. According to the police, young people send each other lists via email and social media with the top 10 of the girls they think are the biggest sluts. Often the girl on such a list is given an additional description of how "easy" it is to get her for sex-related things. For example, comments such as "does it for a drink" or "sends nude photos" are often noted.

However, it is not clear from a statement on the USC website what exactly was discussed in the presentation that has been doing the rounds on social media. According to RTV Utrecht, around 30 female students were judged on their sexual performance. The regional broadcaster reported that photos of the women were shown, many of which included their addresses and telephone numbers.

According to USC, the incident was reported to Utrecht University, Utrecht University of Applied Sciences and the city of Utrecht. The unknown number of suspended students will also not be allowed to go on a planned ski trip. "As soon as we have a better picture of the situation and know who played what role, we can impose a final penalty. There is no doubt that it will be a very severe punishment given the suffering inflicted on the girls involved," it was written in the statement. https://www.usc.nl/vereniging/nieuws/strenge-maatregelen-n-a-v-beschamende-actie-verantwoordelijken-geschorst

It has been established for USC that "some members" of that association discussed the women. RTV Utrecht, which saw the presentation, states that women are divided into two groups: one that appeals to the makers and another in which the women are called "dragons". Photos would be accompanied by texts such as "Pffffff very fat", "Has a pretty nice ass" or "As far as we're concerned, the hottest of the year 23".

For USC, it is clear that "some members" of their club have discussed the appearances of the young women. RTV Utrecht, which has seen the presentation, claims that the women are divided into two groups: one that is liked by the power presentation makers and another in which the women are referred to as “dragons”. The photos would be accompanied by texts such as "Pffffff very fat", "Has a pretty nice ass" or "Hottest of the year 23 for us".

In the official statement, the USC wished "all victims much strength. We will take appropriate action and share relevant information about them as soon as we have it. We will, of course, offer any member of UVSV and USC the opportunity to discuss this with the Senate (of the University)."

The Public Prosecution Service (OM) has started an investigation into the Utrecht Student Corps (USC). A spokesperson for the Public Prosecution Service confirmed this after reporting by RTV Utrecht.

However, the spokesperson could not say what exactly the Public Prosecution Service is investigating. Overall, it is still unclear whether any reports have already been filed.

Recently, several fraternities have come under fire for transgressive behavior. For example, financial support for the Amsterdam student association L.A.N.X. was stopped after it was reported that there had been serious assaults on the Ares disputants during a trip to Romania in 2022. In the same year, Maastricht University (UM) also imposed sanctions on the student association Tragos in Maastricht for incidents related to the harassment of first-year students.

Parents of affected female students take legal action

The parents of the students named on the so-called “bangalist” of the Utrecht Studenten Corps (USC) will file a report. Lawyer Ina Brouwer announced this in a statement on behalf of the parents on Friday evening.

The parents of the female students that were mentioned on the USC “banga list” will press charges, lawyer Ina Brouwer announced in a statement on behalf of the parents on Friday evening.

"Our daughters appear with their name, address and telephone number on the disgusting banga list 'girls presentation year 23' by members of the Utrecht Student Corps, which was circulated thousands of times on the internet yesterday, resulting in even more offensive messages being sent to them," it was said in the statement. According to the parents, the psychological and social impact on their daughters is enormous. "At an age when you should be able to enjoy your student life, you are framed as a disgusting, defenseless, sexual object by, of all people, your own fellow students and fellow corps members!".

The parents demand that Utrecht University and student associations take measures "on penalty of a penalty that will be immediately handed out to responsible persons and removal from the student houses".

"We have engaged expert lawyers who will draw up and implement a complete action plan together with us. This will include - but not only - holding those responsible liable, removing the banga list and keeping it removed, reporting to the police and filing a complaint with the Dutch Data Protection Authority," the statement said. According to the parents ' lawyer, the daughters do not want to report the crime themselves out of fear.

The USC announced on Friday that an unknown number of members have been suspended indefinitely, effective immediately. The reason for the suspension is a PowerPoint presentation in which members of the female student association UVSV are "discussed on the basis of their appearance". The USC announced that it distanced itself from the "repulsive action". The Public Prosecution Service reported on Friday that it has started an investigation.

Reporting by ANP and NL Times

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March 15, 2024

Arts Co-op "HR Connect" Series - February 7th, 2024 Session

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The Arts Co-op Team hosted an exciting "Human Resources Connect" event series which took place on February 7th and February 28th, 2024. Representatives from organizations who are involved in the hiring of Co-op students provided presentations and reflections on how students can put their best foot forward in their job search and interviews. Students who attended also had time to connect with the employers of their choosing in small break-out groups. A recording from the first of two sessions (the presentation component) is available for your viewing. 

The February 7th recording features presentations and reflections from Procter & Gamble, the University of Calgary, and BUKSA Conferences + Associations. 

  • career development


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    April 25, 2023. Milko / iStock. Reflection is a powerful tool for enhancing learning and knowledge acquisition and is essential for teachers and students. When students engage in reflective thinking, they are better able to analyze and evaluate their experiences, which enables them to extract meaning and actively process what they have learned ...

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  4. 21 Great Reflection Questions That Add Depth to Student Learning

    They're simple, broad, and practical. These questions go deeper and deeper as they go on, similar to the way Bloom's Taxonomy works. We've included some other questions which are variations of the core ones, targeting specific aspects which might cater better to certain programs and purposes. Q1. Describe your experience.

  5. Strategies To Help Students Retain What You Taught Them

    12. Prezi. Think of a cross between a sketch, collage, and presentation, and you have a prezi. Engaging-though distracting and overwhelming if the reflection you need is minor-reflection tool that allows students to create an artifact of learning for their digital portfolios. 13.

  6. 15 ways to spark student reflection in your college classroom

    8. Write exit slips. Before students leave your class, ask them to quickly jot down what they've learned on a sticky note (or answer another reflection question). If your students are fully or partially online, go digital and have them add the ideas to an online whiteboard or other shared collaborative space. 9.

  7. Creating a Culture of Frequent Reflection to Improve Student Learning

    Keep it low-key and routine. Reflection is a powerful practice and mindset to foster in the classroom. Teachers can serve as mentors to students in helping reflection become part of their way of being. Through a variety of quick strategies, use of portfolios, and frequent goal setting, we can make reflection a meaningful and routine norm.

  8. The Secret to Great Middle School Presentations

    Present and reflect: When it's time for students to present their work, they're eager and energized. These are some of the memorable presentation elements that students have included to teach character growth or themes: Dramatic scene reenactments. Character letters, emails, interviews, or journals. Sketches and artwork.

  9. Giving effective feedback on presentations #2

    Furthermore, presentation tasks are a common type of task in English language teaching. In order for students to take full advantage of the learning opportunity, they need to integrate the feedback we give them in order to improve their reflections. Effective feedback will help them to make these improvements in their presentation skills.

  10. Support Student Reflection With Live Digital Strategies and Tools

    Reflection Dice. Create a set of reflection questions and number them from 1 to 6, assigning each number to represent a specific question. Share your screen during a live virtual session and use virtual dice, such as the dice in Classroomscreen. Roll the dice, and then have students answer the corresponding question.

  11. Presentation Reflection: After the Oral English Exam

    After each presentation, I ask students to fill out the Presentation Reflection form either in class or as homework. It's not graded, but often I will follow up with students and ask them about their reflections. The Presentation Reflection form asks students to consider: By Doing the Presentation, I Learned: I Think I Improved:

  12. Learning Through Reflection: 20+ Questions to Inspire Others

    Start a hobby. Learning can occur in many forms and situations. Starting a new pastime such as playing tennis, learning to paint, riding a horse, or listening to new types of music can provide a fun opportunity to reflect on what and how you are thinking and learning. 2. Look after a pet.

  13. 80 Learning Reflection Questions for Students

    The following are some of the benefits of integrating reflection questions in learning: 1. Boosts Self-Awareness. Reflection encourages students to think deeply about their own learning process. It prompts them to ask themselves questions about what they've learned, how they've learned it, and what it means to them.

  14. Video Presentation and Reflections

    Part 1: Video. Prepare (alone or with 1-2 partners) a recorded video presentation that somehow draws upon your research and what you've learned about songs or albums this semester. Make sure that your video is at least 1 minute long, but ideally less than 3 minutes long, for every student participating. Each partner should be prominent in the ...

  15. Student Presentations in Remote Learning Environments

    Keep student presentations short, about 10 minutes each, plus a few minutes for questions. This allows for setup time and questions and helps keep the attention of students watching (attention spans for remote meetings are typically lower than in-person).; To make up for shorter presentation times, you can add a complimentary activity to the assignment, such as a reflection essay or annotated ...

  16. 50 Learning Reflection Questions For Students

    Learning Reflection Questions For Students. Also, I previously create questions students can ask themselves before, during, and after learning to improve their thinking, retention, and metacognition. A few highlights from the 'after learning' (which qualify them as reflective questions for learning) include: 1. How did that go?

  17. 10 Unique and Creative Reflection Techniques & Lessons for the

    3. Model your own reflection. I take the opportunity to model my learning and my reflecting whenever possible. After an activity or lesson, I will model my own reflection for students. I will also let students see when I make a mistake, so I can express what I have learned from this.

  18. 20 Self-Reflection Questions to Get Learners Thinking

    Purposeful Questioning. purposeful questions essential questions assessment. Lee Crockett https://leecrockett.net. Self-reflection is a powerful instructional opportunity in our classrooms. The questions we use are even more important, and here are 20 of the best ones your learners can ask.

  19. 45+ Reflection Questions to Use in the Classroom

    45 Awesome Must-Use Questions to Encourage Student Reflection and Growth. Reflection questions for before, during, and after a project or lesson. Cute pupil writing at desk in classroom at the elementary school. Student girl doing test in primary school. Children writing notes in classroom. African schoolgirl writing on notebook during the lesson.

  20. Student-Led Conference Classroom Work Reflection

    It could be adapted with additional prompts or sentence starters for students, or, once students have more practice in reflection, left more open. It should be completed in class before students complete their global goal-setting for Student-Led Conferences. A final draft of this reflection accompanies the work in the student's Student-Led ...

  21. The Ultimate Guide to Effective Teacher Presentations: Strategies

    Post-Presentation Reflection Take the comments by heart. Receiving feedback from your students is a great way for evaluating the efficacy of a teacher presentation. This can help you identify areas where you can improve and tailor your teaching tactics to better suit the needs of your students. ... teachers can create dynamic and memorable ...

  22. Presentation Skills (reflection)

    However, I decided to take in few of the tips given to soothe my anxiety and nervousness for future presentation: take deep breaths, smile and work on my pauses. Taking deep breaths just before ...

  23. Self Reflection on 1st Presentation

    The main areas for improvement would be to engage the audience as they may relate more to my speech, use fewer facial and hand gestures, speak at a slower pace and make appropriate pauses, and use fewer fillers throughout the speech. As a result, my goals to improve in public speaking are: Effectively organize and clearly deliver my main points.

  24. Module 3: Reflection on "Efficiency in the Digital Age"

    Based on my learning and personal experience in this module, I would advise students to find appropriate ways of time management and avoiding procrastination from the realities of their own lives. You can start by trying a simple time tracker to understand how your time is used and what time is wasted, and then gradually implement calendar ...

  25. 20+ Questions to Jump-start Your Career Exploration

    In this resource, you will find questions meant to prompt your career exploration. Take time to reflect on each question as a strong understanding of oneself will be essential in order to effectively navigate the twists and turns of your unique career path. Get to know your values, personality type, strengths and interests. These all deeply inform your satisfaction with career

  26. Teaching to address overdiagnosis

    > The whole art of medicine is in observation… but to educate the eye to see, the ear to hear and the finger to feel takes time, and to make a beginning, to start a man on the right path, is all that you can do. William Osler. 'The Hospital as a College' Aequanimitas. 1914:332 Learning to diagnose is a crucial skill for medical students and we propose that on this path, we need medical ...

  27. Utrecht student assoc. under fire for sexist "girl presentation

    Members of the Utrecht Student Corps (USC) have been suspended indefinitely with immediate effect because members of the female student association UVSV were "discussed on the basis of their appearance" in a sexist PowerPoint presentation called the "bangalist", the USC reported. The association said it distances itself from "this disgusting action" and called it "shameful".

  28. Doctoral Student Kevin Lin Receives International Recognition at ICMVA

    I am proud to announce that I received international recognition with the Best Presentation Award in the "Image Based Data Analysis and Application System" session for my paper "Diffusion and Multi-Domain Adaptation Methods for Eosinophil Segmentation" at the 7th International Conference on Machine Vision and Applications (ICMVA 2024) held in Singapore.

  29. PBBM signs 'No Permit, No Exam Prohibition Act' allowing students with

    Students with unpaid tuition and other school fees could now take periodic and final examinations following President Ferdinand R. Marcos Jr.'s signing of Republic Act 11984, or the "No Permit, No Exam Prohibition Act."

  30. Arts Co-op "HR Connect" Series

    The Arts Co-op Team hosted an exciting "Human Resources Connect" event series which took place on February 7th and February 28th, 2024. Representatives from organizations who are involved in the hiring of Co-op students provided presentations and reflections on how students can put their best foot forward in their job search and interviews.