Reflective journaling plays a transformative role in the learning process at Chatmore, fostering metacognition, emotional growth, and memory consolidation—key aspects for thriving learners. The reflective process is not limited to journaling. In-the-moment feedback and 1:1 discussions also provide opportunities for students to embed their learning.
Research underscores that reflection, including activities like journaling, helps consolidate learning into long-term memory. The International Curriculum’s emphasis on metacognition ensures students actively process their experiences, linking new knowledge to prior understanding. At Chatmore, reflective journaling encourages learners to connect the "Big Idea" in their units to real-world applications, making learning memorable and meaningful. This crosses all subject areas, not just the IPC/IMYC.
In one of our recent PD Sessions with staff, we learned more about the areas of memory and how reflection helps to take learning from just an experience to a piece of information we access over and over again. More specifically, when we learn something in an engaging way it can sometimes be logged in our episodic memory. This is wonderful but it does not guarantee we have recorded it as a semantic memory. Semantic Memory is an area we access over and over again for facts and transferrable knowledge. This is the aim of learning.
We also practiced reflective journaling ourselves. Some teachers felt uncomfortable writing about their thoughts and feelings while others filled pages! It helped us to understand the different ways we can engage in reflection and how our students can feel when we ask them to do these tasks.
One teacher shared how she integrates Mentimeter, a real-time interactive tool. Using this software, students capture immediate reflections, contributing to deeper understanding and enhanced recall. For instance, during science class, learners might log their hypotheses, outcomes, and the rationale behind any adjustments they made in real time. This in-the-moment feedback primes their brains for the retention of knowledge and reinforces neural pathways. It also gives the teacher immediate feedback about what the students are understanding or otherwise. The reflection process goes both ways.

Another way we engage students in reflection is through self-assessment. Self-assessment forms a critical part of reflective journaling. We guide students to evaluate their learning by explaining why they feel they earned a particular grade. This process activates metacognitive thinking, helping learners analyze their strategies, successes, and areas for improvement. For example, during a project-based unit, students might assess their collaboration skills by reflecting on peer feedback and identifying specific moments where they contributed effectively. Such exercises not only deepen their learning but also instill a sense of ownership and accountability.
Our focus on reflection extends beyond academics. It shapes a culture where learners thrive personally and academically. Our behaviour management strategies are grounded in reflection using our Personal Learning Goals. Reflection fosters emotional resilience, as students articulate challenges and recognize growth over time. It also nurtures empathy, with peer-assessment opportunities promoting an appreciation for diverse perspectives.
Try it sometime this week.
Take an experience that was enjoyable. Perhaps playing a board game with the family. What did you take away from that experience that will help you to enhance your parenting? If you went to BUEI or a museum with your children, ask them to write about their experience or one aspect of their experience. Give a prompting question like 'how did the Bermuda Triangle impact ocean navigation'? or if they're younger, provide a conversation starter: 'Do you remember that cool exhibit about the Bermuda Triangle? What did you remember about the ships that sailed nearby?'.
Happy reflecting!