In this commentary, I reflect on employing reflection exercises to improve student learning and teaching effectiveness. The theory of reflective learning and the importance of engaging in reflection after active and experiential learning are discussed. I present on overview of the reflection exercises that I employ, which are based on the Respond, Summarize, Vocabulary, Pose a New Question (RSVP) method and Gibbs’ reflective cycle. Reflection assignments allow students to document their learning experience while also providing feedback used to make improvements to the course in real time. The summaries and questions posed by students assist with the identification of topics and concepts that need to be reviewed and remediated. Employing these exercises have increased students’ class attendance, engagement, immediacy, and average course grades as well as my rapport with students and scores on my formal end-of-term course evaluations. Students’ suggestions have led to the deletion of old assignments, creation of new assignments and reorganization of the course material, improving course effectiveness. Students indicate benefiting from engaging in the reflection exercises by feeling more connected to the course material. Students also demonstrate a deeper understanding of the course material.

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Gibbs, G. 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Polytechnic UK: Oxford, Further Education Unit.

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Mohd Harithuddin, A.S. 2021. “A First Experience of Using Failure Report as a Reflective Tool in Engineering Education.” International Journal of Emerging Technologies in Learning 16(18):23. DOI:10.3991/ijet.v16i18.24271

OpenLearn. n.d. “Four Models of Reflection—Core Concepts for Reflective Thinking.” The Open University, Scotland. https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=51386§ion=4

The University of Tennessee Knoxville. n.d. “Reflection Activities. Teaching and Learning Innovation.” https://teaching.utk.edu/wp-content/uploads/sites/78/2018/04/ReflectionActivities.pdf