For students who learn through reflection, evaluation, and deliberate thinking about their own learning. They need to understand how they learn and why something works – and gain depth by thinking back and forward.
Key idea: Reflection creates deeper understanding and better transfer
This approach supports conscious transfer. When students think about how they use something and when they succeed, it creates meaning and strengthens future choices.
Toolbox: Reflexive modalities for synchronous transfer
| Modality | What does it do? | Example from computer science education | IT-løsning (synkront) |
|---|---|---|---|
| Group-based reflection discussions | Helps students think aloud and listen to others’ reflections | Groups share experiences using MVC in their project – what worked, and what would they change? | Breakout rooms + shared debrief |
| Instructor-led metacognitive questions | Stimulates reflection on one’s own choices and understanding | “What made you choose that design pattern?” – “How would you assess the quality of your solution?” | Live chat, whole-class discussion |
| Self-assessment activities | Makes students aware of their own learning strategies and next steps | “How well were you able to apply the theory in today’s task? What will you focus on next time?” | Digital form (e.g. Google Form), polling |
| Logbook or journal sharing | Supports systematic reflection and mutual learning | Each group shares two lines about what they learned today – and reads others’ entries | Shared Padlet, shared document |
| Process-focused feedback | Strengthens the ability to reflect on how learning occurred – not only what was learned | Peer feedback: “How did you approach the problem? What would you do differently next time?” | Comment threads, guided feedback templates |
Didactic reflection
- How do you help students think about hvordan de lærte?
- Have you created a safe space where mistakes and reflection are welcome?
- Is there room for both individual and collective reflections?
- How do you connect the reflection to future actions or projects?
- Do you dare to be transparent with your own considerations and didactic choices?
Teaching tips
End the day with: “What do you want to take away from today – and why that?”
Start with a reflection question in plenary: “What did you do differently today – and why?”
Use “think-write-share” in groups: Individual reflection → sharing in the team → summarization.
Introduce a regular weekly logbook reflection: What have I learned – and what do I still not understand?
Use scenarios: “Imagine you have to explain your choices to an external developer – what do you say?”