But with experience comes the understanding that reflection helps the teacher to control the class, already during the lesson to see what was understood and what was left for revision, that is, "keep abreast". We should not forget that reflection is something new that modern pedagogy is striving for: not to teach science, but to teach to learn. Reflection helps the child not only to realize the path traveled, but also to build a logical chain, systematize the experience gained, compare their successes with the successes of other students.

In the structure of a lesson that meets the requirements of the Federal State Educational Standard, reflection is compulsory lesson stage. Particular emphasis is placed on the reflection of activities, it is proposed to carry out this stage at the end of the lesson. In this case, the teacher plays the role of the organizer, and the main actors are the students.

What is reflection?

The dictionaries give a clear definition: reflection is introspection, self-assessment, "a look inside oneself." With regard to lessons, reflection is a stage of the lesson during which students independently evaluate their state, their emotions, and the results of their activities.

What is reflection for?

If the child understands:

• why he is studying this topic, how it will be useful to him in the future;
• what goals should be achieved in this lesson;
• what contribution to the common cause he can make;
• whether he can adequately evaluate his work and the work of his classmates,

… then the learning process becomes much more interesting and easier for both the student and the teacher.

When to conduct?

Reflection can be carried out at any stage of the lesson, as well as on the basis of the study of the topic, the whole section of the material.

Kinds

There are several classifications of reflection as a stage of the lesson. Knowing the classification, it is more convenient for the teacher to vary and combine techniques, including reflection in the lesson plan.

I . By content : symbolic, oral and written.

Symbolic - when the student simply grades using symbols (cards, tokens, gestures, etc.). Oral involves the child's ability to coherently express their thoughts and describe their emotions. Writing is the most difficult and takes the most time. The latter is appropriate at the final stage of studying an entire section of educational material or a large topic.

II . According to the form of activity : collective, group, frontal, individual.

It is in this order that it is more convenient to accustom children to this type of work. First - with the whole class, then - in separate groups, then - selectively interview students. This will prepare students for independent work on themselves.

III . By purpose :

• emotional

She evaluates the mood, emotional perception of educational material. This is a reflection from the category "liked / disliked", "interesting / boring", "it was fun / sad".

This type of reflection helps the teacher assess the general mood of the class. The more positive, the better the topic is understood. And vice versa, if there are more conditional "clouds", then the lesson seemed boring, difficult, there were difficulties with the perception of the topic. Agree, we are bored and sad when we do not understand something.

How and when to carry out?

Reflection of mood and emotionality is easy to carry out even with first graders. There are a lot of options: handout cards with emoticons or iconic pictures, thumbs up (up / down), raising hands, signal cards, etc. It is more convenient to carry out at the end of the next stage of the lesson: after explaining a new topic, after the stage of fixing the topic, etc.

At the beginning of the lesson, emotional reflection is carried out in order to establish contact with the class. You can put on music (selecting a motive that is consistent with the theme), quote a classic, read an emotional poem. After that, you should definitely ask 3-4 students: “What do you feel now? What mood are you in? Etc. Firstly, students (even the smallest ones) get used to assessing their condition, their emotions, and secondly, they learn to argue In addition, such reflection will help students tune in to the perception of the topic.

• Reflection of activity

This type of reflection is more convenient to use when checking homework, at the stage of consolidating the material, and when defending projects. It helps students to comprehend the types and methods of work, analyze their activity and, of course, identify gaps.

How to conduct (examples of work organization):

• ladder of success. Each step is one of the types of work. The more tasks are completed, the higher the drawn man rises.
• Tree of Success. Each leaf has its own specific color: green - did everything right, yellow - there were difficulties, red - many mistakes. Each student decorates his tree with the appropriate leaves. In the same way, you can decorate the Christmas tree with toys, decorate the meadow with flowers, etc.
• trailers. Each trailer corresponds to a specific task. For example, let's say you're planning to have a consolidation phase that consists of three mini-games and one creative challenge. You have 4 wagons. Invite your students to put little men (animals, leave a token) in that trailer, the task of which was completed easily, quickly and correctly.
• "Signs"(Convenient when teaching calligraphy). Ask students to circle/underline the most beautifully written letter, word.

Thanks to such techniques, the teacher will always have a clear picture: what was understood and realized, and what still needs to be worked on.

• Reflection of the content of the material

This type of reflection is more convenient to carry out at the end of the lesson or at the stage of debriefing. It enables children to understand the content of what they have learned, to evaluate the effectiveness of their own work in the lesson.

How to conduct:

• Invite the children Tag Cloud", which need to be supplemented. For example, on an interactive whiteboard, you can display a slide showing the options:
  • today I found out...
  • it was difficult…
  • I realized that...
  • I learned…
  • I was able...
  • It was interesting to know that...
  • surprised me...
  • I felt like…etc.

Each student chooses 1-2 sentences and completes them. Such reflection can be carried out orally, or in writing (on leaflets or directly in a notebook).

• Graphic: on the board a table with signs

In the table, the objectives of the lesson can be written down by the teacher himself (for elementary school students). With seniors, you can set goals together. At the end of the lesson, students add a plus in front of each goal and in the column that they consider more appropriate.

• Questionnaire

• "Three M"

Students are asked to name three things they did well during the lesson and suggest one action that will improve their performance in the next lesson.

The following examples of reflection will fit perfectly into the concept of humanitarian subjects:

• Akroslovo

For example, give a description of Woland, the hero of M. Bulgakov's novel "The Master and Margarita":

B - all-powerful

O - personifies justice

L - moon, black poodle and "devilry"

A is the antipode of Yeshua

N is not absolute evil

D is the devil

• Phraseologism or proverb

Choose an expression that matches your perception of the lesson: heard out of the corner of your ear, flapped your ears, moved your brains, counted the raven, etc.

A few comments on the topic, or wishes from students

• Techniques such as insert, cinquain, cluster, diamond, POPS do not need explanation and have proven to be very effective. With one "but"! If the teacher uses them constantly so that the children can get used to such work. Otherwise, the creation of the same syncwine will turn into hard work, and not a positive and effective completion of the topic.
• It is advisable to adapt the form of the conduct to the age of the children. Naturally, you won’t go to the 10th grade with gnomes and bunnies. But even in the lower grades, you should not get too carried away with colorful pictures. Choose one option so that students get used to it and do not have to explain the meaning of pictures or gestures each time.
• A remark from a child was heard on one of the forums: “For one teacher, a red leaf means“ understood everything ”, for another -“ I did not understand anything ”, the third teacher has some kind of asterisks-clouds instead of leaflets. And how should I remember all this? " This is already a trick question. It seems that within the framework of at least the method of association, it makes sense to agree on a single meaning of the symbols / colors / signs used for reflection.