The dimension of reflecting is ongoing throughout the entire inquiry process. At every stage, both teachers and students need to be

  • reflecting on the what information they are finding and how it influences their thinking,
  • reflecting on how that information and new knowledge might affect their proposed end product, and
  • reflecting on how well they are utilizing the inquiry process.

Reflection and evaluation are often used interchangeably. However, in the inquiry process reflection is defined as giving serious thought or consideration while evaluation is a more systematic determination of worth or significant value. A test might be used to evaluate prior knowledge, while a teacher might reflect on how best to introduce a topic based on the results of that test.

Teaching the skill of reflecting includes modeling how it works for students. It also requires structured time built into lesson plans and activities. While we talk about reflection as a more personal action, students and teachers are sometimes asked to give feedback to their peers. This is certainly a form of reflection and knowing how to give constructive feedback is a life skill.

Information inquiry models and Reflecting

  • INFOhio
    •       DIALOGUE - U -- Understand/Reflect: Reflecting.
    •       DIALOGUE - E -- Evaluate: Evaluating results, assessing learning process.
    •       Go INFOhio: Achieve—How do I evaluate my project?
  • The Big 6®  - Evaluation.
  • Pathways to Knowledge® - Think about process and product; evaluate and redefine question if necessary, evaluate end product (both student and teacher) check for effective communication of new knowledge, assess personal information seeking process.
  • Stripling Model of Inquiry- Reflect: Reflect on own learning, ask new questions.