Infusing High & Low Tech Strategies with Student Reflection and Feedback

In my previous post I discussed the beginning portion of my workshop with 2nd year teachers in our district (see the Tech Timeline post).  Here's a copy of the slides I put together via Haiku Deck (and then later hosted and tweaked on Google Presentation) on design thinking to help promote metacognition.  The ideas presented in the slides are from things I fused together from workshops done by Martin Moran on design thinking/project based learning (@martinmoran21) and Paul Solarz on Genius Hour/passion projects (@PaulSolarz).  Using what I gained from them, I co-taught a 4-day inquiry workshop for students in an 8th grade ELA intervention class.  Included in the slides are the steps the teacher and I took to deliver instruction that allowed for student inquiry and self-reflection and meaningful (and timely!) teacher feedback:

In a perfect world, it would be great to be able to do all of these steps.  However, you don't have to do all of this when it comes to just getting kids to stop and think. When I asked the teachers what strategy they can walk away with and implement immediately, the top-two take-aways for the 2nd year teachers seemed to be one low-tech reflection strategy and one high-tech: the "Where Was I, Where Am I, Where Am I Going" post-it activity and the "One Minute Video Reflection".   As I continue to share this information with teachers, I impress upon them that although this 4-day lesson went incredibly smooth, the format may not work for everyone.  Instead, I ask teachers to again consider any strategy that they can transfer into their instruction in a way that they see fit.  Here's a list of high and low tech related reflection strategies to use when students are completing mini-research/inquiry/PBL activities: