Reflection technique WWW/EBI What went well? Even better if...

[Boyd Roberts]

Although reflection forms a key part of the IGCA, students often find that “reflecting” is challenging. They can describe what they have done, or found out, but find personal reflection much more difficult, or unfamiliar. And research shows that teachers find encouraging reflection in students is challenging for them too.  

Good reflection can certainly be helped by simple tools or techniques, and the IGCA Reflection Guide includes a number of these.

 

I recently came across a technique which you may find useful in your work with IGCA participants. Although I have not seen this technique before I understand that it is quite common, and so may you may know it already. It is reproduced here from a useful document Essentials of Dialogue: Guidance and activities for teaching and practising dialogue with young people which sets out theory and practical activities to help students become better at interacting with people form different backgrounds. It is available online at:

 

https://institute.global/sites/default/files/inline-files/IGC_Essen...

 

 

WWW/EBI

WHAT WENT WELL? EVEN BETTER IF

 

PURPOSE

This is a very simple technique that can be used with a variety of strategies to enable students to reflect upon their own individual performance, and that of their classmates.

 

Students complete two statements:

 

WHAT WENT WELL (WWW): Students have to identify those areas of the activity that were a success – this can either be in terms of outcome or of the skills that they demonstrated in order to reach it.

 

EVEN BETTER IF (EBI): Students have to identify what they would need to do better – it is important that these are expressed positively – it is about looking forward!

 

It is a good idea to encourage students to write 2 or 3 bullet points for each one – so a short plenary session might produce something like:

 

WWW 1: We produced a really great PowerPoint presentation.

 

WWW 2: We had a thoughtful discussion and came up with some good ideas.

 

EBI 1: Everyone in the class was on task when we were preparing the presentations

 

EBI 2: Everyone followed instructions carefully.

 

You can see that the two EBIs are really criticisms of some individuals – but they are expressed in a positive and anonymous way.

 

When you are starting to use this technique it might be a good idea to have some examples of WWW/EBI statements for students to emulate, but you will find that they are quick to get the hang of this simple reflective technique.

 

OPTION 1: SINGLE ACTIVITY

 

After a single activity you can do a quick WWW/EBI analysis. Give students a set period of time (30 seconds for example) to write one point for each (either about themselves individually, their group or the whole class, as appropriate). You can then share these by getting students to put them in the middle of the table, pick another at random, and then call on random students to read the ideas that they have in front of them.

 

OPTION 2: LESSON

As a reflection activity at the end of a lesson, you:

 

• Must: Do something quickly as above – just one or two points, and share with a partner using either of the activities Sharing our Ideas or Listen to Me!
• Should: Come up with and write down three points for each, then share with a partner or group. Call on random students for feedback
• Could: Write down their three points. Share with a partner. Then, carefully manage feedback; get students to vote on the best comment on their table. Students should mix around the room, sharing their comments. Give students the opportunity to re-draft their points once they have talked to others.

 

OPTION 3: MODULE

As reflection at the end of the module use the WWW/EBI sheets to manage students’ reflection on the whole module, as part of a larger reflection. They should be able to produce WWW/EBI points for both themselves as individuals and the whole group. Start by giving them the opportunity to identify what they have done (either through discussion or a card sort or similar activity). Then encourage them to work individually to do a WWW/EBI analysis, before moving on to work together as groups to produce cooperative work, upon which they can then base targets for future work.