Structures for Facilitating Student Reflection

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How researchers see this paper

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Deficient Critical Thinking Skills among College Graduates: Implications for leadership (2012, background): “Others have echoed the need for reflection as a key component of teaching students critical thinking (Grossman, 2009; Lizzio & Wilson, 2007).”
Assessing Learning in Service-Learning Courses through Critical Reflection (2011, background): “The capability to reflect at deep levels requires students to refine these skills over a period of years (Grossman, 2009).”
Theorising a model for teaching and assessing reflective learning in higher education (2013, background): “Grossman (2008) suggests that there are at least four different levels of reflection along a depth continuum.”
Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development (2020, background): “It is this iteration of the reflective activities that will help the students make progress in deepening their reflections (Grossman, 2009).”
Promoting Reflection in Teacher Preparation Programs (2012, background): “Grossman (2008) suggested an integration of content-based reflection, metacognitive reflection, self-authorship reflection, and transformative or intensive reflection to facilitate reflection.”
Improving reflective writing in higher education: a social semiotic perspective (2011, background): “Grossman ( 2008 ) suggests that there are at least four different levels of reflection along a depth continuum.”