Sentence examples for reflective students from inspiring English sources

We used criterion sampling to select two highly reflective students among 63 high school students.

For their part, reflective students tend to think about and process information in silence before giving their point of view and generally prefer individual work.

For instance, in one study they used a personality test to sort out the most reflective students from the least, figuring that the ones who tended to mull things over would do better at making educated guesses than those who answered more impulsively.

As a more spontaneous activity, text chat in a virtual world tends to be more reflective of students requiring synchronous assistance from other students.

(student 1) In almost all of the reflective essays, students referred to social conditions, which they saw as being essential for a well-functioning group.

Reflective observation Students participate in weekly reflective journaling individually and in guided group discussions where they respond to prompts about their process and their developing solutions.

When writing a reflective journal, students are asked to describe a learning event or situation, explain how the experience led to new understandings and appreciations, and consider how they might act differently in the future.

The coding process resulted in three categories of expression (Table  1): (1) learning experiences, (2) interactive learning and (3) conditions for a well-functioning group.> In their reflective essays students reported that peer meetings helped them to better understand themselves, their skills, their professional thinking and their ability as beginning professionals.

In their reflective journals, students reported feeling that a number of the teaching choices I had made, many involving teaching strategies initially unfamiliar to them, did effectively support their learning: "What I really liked about the lecture class was the homework that was given to us.

Findings also indicated a significant increase in the student's use of reflective practices, which students found to help support them during stressful times.

This study examined the effectiveness of different debriefing facilitation approaches on third year undergraduate nursing students' reflective thinking and critical reflection self-efficacy following high-fidelity simulation using a 3-arm nonequivalent control group design.