[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642157-105":59,"doc-detail-642157-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","chapter-3-reflection","Chapter 3 - Reflection","","Chapter 3 explains reflection as an active, disciplined, deliberate strategy integrated into teaching and learning to improve understanding. It distinguishes two connected types of reflection: using reflection to deepen understanding of what is learned, and reflecting on learning itself to strengthen student self-regulation and learning how to learn. The chapter links reflection to managing complex thinking and making meaning, citing Dewey and later research, and shows how guided reflection can enable learners to explain, exemplify, apply, justify, and generalize knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chapter-3-reflection/642157/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chapter-3-reflection/642157.png","ImageObject",300,407,{"name":92,"@type":93},"Patrick","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is reflection according to the chapter?","Question",{"text":112,"@type":113},"Reflection is an active, disciplined and deliberate strategy built into teaching and learning to improve understanding. It goes beyond reviewing what happened by helping learners make meaning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What two closely related types of reflection does Chapter 3 describe?",{"text":117,"@type":113},"First, reflecting on what is being learned to support deeper understanding. Second, making learning itself an object of reflection to support student self-regulation and learning how to learn.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is reflection critical for students’ learning outcomes?",{"text":121,"@type":113},"The chapter argues that reflection is necessary for learners to manage complex thinking processes and for understanding to develop. It also supports students in developing deeper understanding through new connections and guided generalization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642157,1792721492,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Chapter 3: Reflection  \nOverview  \nChapter 1 briefly considered how skilled reflection is critical to becoming an engaged, self-regulated, life-long learner. This chapter looks at the attribute of reflection, and the related concept of learning how to learn, in more detail. It starts by considering what reflection is and exploring its key role in the learning process. It then considers implications for students, teachers and schools. This chapter is closely related to Chapter 4 of the Developing your School with Cambridge guide (available at www. [cambridgeinternational.org/images/271309-teaching-cambridge-programmes.pdf](cambridgeinternational.org/images/271309-teaching-cambridge-programmes.pdf)). A number of useful resources are provided at the end of the chapter that expand on the ideas developed in it.  \nWhat is reflection?  \nReflection is an active, disciplined and deliberate strategy. It is incorporated into the processes and activities of teaching and learning to help improve understanding. It is, therefore, much more than a review and justification of what has happened atthe end of a period or activity.  \nThis chapter considers two closely related types of reflection:  \n1. Reflecting on what is being learned to support deeper understanding of the material.  \n2. Making learning itself an object of reflection to support student self-regulation and learning how to learn.  \nReflection is necessary for learners to be able to effectively manage complex thinking processes and outcomes. For Dewey (quoted in Moon 1999 p. 12), reflection is an essential part of the process of making meaning that pushes learners from one experience to the next: ‘The kind of thinking that consists in turning a subject over in the mind and giving it serious thought.’ Reflection is ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends.’  \nReflection helps students to develop a deeper understanding of what they are learning through making new connections and relating different ideas. To Perkins (1992 pp. 77–79), demonstrating understanding involves being able to carry out a number of  \nCambridge students understand themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awareness and strategies to be lifelong learners. Cambridge teachers are themselves learners, seeking to build on and develop their knowledge and skills through a virtuous circle of reflection on practice – involving research, evaluation and adaptation. They support students to become independent and reflective learners.   \n(Cambridge learner reflective attribute)  \nperformances that both show understanding of a topic and help advance it. Perkins illustrates this in the context of Newton’s First Law of Motion (every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it). If students are given the opportunity to reflect upon this concept, with appropriate teacher guidance, exploring key ideas and considering their implications, they are then able to:  \n• explain this law in their own words  \n• provide further examples of the law at work (exemplify)  \n• apply the law to new situations and phenomena not yet studied  \n• offer up evidence in defence of the law (justify)  \n• note the form of the law and draw from it any further general principles about the physical world (contextualise and generalise).  \nCritically, the process of reflection is necessary for the above to happen – the ability (‘performance’) to extrapolate and generalise comes as a consequence of thinking  \n34 Developing the Cambridge learner attributes  \nChapter 3 continued  \ndeliberately and hard about the intended constructs (the important things we want our students to learn) and practising them in relation to different questions. Reflection, therefore, is a critical ac","cbCaik0HmP5xxp6n","https://ap.wps.com/l/cbCaik0HmP5xxp6n","pdf",244859,"English","# Overview\n## What is reflection?\n## The reflective student: learning how to learn","[{\"question\":\"What is reflection according to the chapter?\",\"answer\":\"Reflection is an active, disciplined and deliberate strategy built into teaching and learning to improve understanding. It goes beyond reviewing what happened by helping learners make meaning.\"},{\"question\":\"What two closely related types of reflection does Chapter 3 describe?\",\"answer\":\"First, reflecting on what is being learned to support deeper understanding. Second, making learning itself an object of reflection to support student self-regulation and learning how to learn.\"},{\"question\":\"Why is reflection critical for students’ learning outcomes?\",\"answer\":\"The chapter argues that reflection is necessary for learners to manage complex thinking processes and for understanding to develop. It also supports students in developing deeper understanding through new connections and guided generalization.\"}]","Chapter 3 - Reflection | PDF",48]