Student reflections should occur throughout the school year, with formal written reflections happening after each performance assessment or project. By incorporating student reflection as part of a project or portfolio, students are developing their meta-cognition skills for the portfolio defense.

Student reflections are generally one-page (typed) and answer the following three prompts:

1. Introduce and contextualize the artifact. Where does it come from? How did you create it? Why did you choose it?
2. Analyze the artifact. Explain in detail how it represents a competency (analysis, problem solving, community engagement, etc.) and a pathway learning outcome.
3. Reflect on your understanding of that competency. How have you grown in your ability to demonstrate this competency? What progress do you still need to make? How does this artifact connect with life outside of school and your future?

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Artifact Reflection Template

Artifact Reflection Form [LASGS]

Pathway Outcome Reflection Scaffold

Teaching students reflection skills requires scaffolding and practice. The example document on the left provides a breakdown of the pathway learning outcomes that allows students to develop their meta-cognition and language skills around understanding and applying the learning outcomes to a performance assessment or project.