This is a list of Student Reflection ideas from Roland and other Striving Readers coaches.

1. Student Reflection Assignments
1. Txt msg sumre- Use text message language to describe something from class. Just a unique way to
have students reflect on the material from the day and make it their own.
2. Acrostic poem-
Poems should show
Originality,
Explain something from the unit, and
Make
Sense
From our example have students brainstorm their ideas, topics,
vocabulary and from here provide feedback about things they may have
forgotten to think about. I might have them do the brainstorming activity,
do a think/pair, share where they get more information, have them think
about one topic more carefully, and then turn in their rough draft
(compilation of the activity), for more specific feedback. If possible don’t
do this part of the activity with all of your classes on the same day.
3. Cutouts of ‘them’ create a set of class data that can be used throughout the
year to represent/classify/organize. Each person records data about
themselves on a cutout such as age, sex, eye color, # of siblings, # of miles
they live from school, height, arm span, foot size, etc.
4. Annotated illustration- Your annotated illustration must include: Color throughout,
A full page picture, A minimum of 6 annotations explained in at least 2
sentences each, A title identifying the idea
bumper sticker- Your bumper sticker must be: Related to the Unit, Colorful,
Thoughtful
5. Create Your Own Crossword Puzzle
Instructions:
1. On a regular sheet of paper, create a list of 15 important concepts,
representations, or vocabulary from the unit.
2. Make sure these terms are spelled correctly and have the correct number
of letters.
3. Create a clue for each word (this can be a detail, a picture, a question, a
definition, etc.).
4. Still on your own paper, begin writing the words out in various crisscross
combinations.
5. Once you have something you like make note of which words go across
and which words go down. Separate the clues into across clues and down
clues.
6. After you have completed all the steps above, show this to your teacher
and receive a piece of graph paper.
7. Draw the boxes and clues as neatly as possible on the graph paper.
6. Math Flash cards- Your task: Create 4 flashcards for key terms from a given unit
of math. Each card will include example, non-example, key characteristics,
and definition in your own words.
7. Mind Map- Whenever we learn new things our brain makes connections to
other things we already know. You will create a visual map that shows how

2. your brain connects the terms from a given unit. You end result will be
something like a web. Make your map look unique and artistic.
8. Picture Analysis- Answer the following questions in complete sentences on your
own sheet of paper. Your teacher will assign the graph or diagram to
analyze.
9. Venn Diagram
Instructions:
1. Copy the venn diagram onto your own paper.
2. Write the name of one concept/topic on one side and the name of the
other on the other side.
3. In the first circle list 4 unique characteristics of concept 1.
4. In the second circle list 4 unique characteristics of concept 2.
5. In the middle section listed shared characteristics of the two concepts.
10. Card Sort- Create cards the form a series, for instance small to large objects
Sort cards into the correct sequence of steps used to set up and solve a
problem
Create cards of options/steps to solve problems and have students rank them
from least to most desirable.
11. Card Matching- Create cards to review content, for instance matching a term
with its definition, example, or a picture/diagram/graph. Create cards for
students to classify objects or ideas, for instance number properties,
geometric relationships, equivalency. Create cards to practice skills, for
instance equations to solve on one set and solutions on the other set.
12. Behavior over time graph- I love this idea to represent information that the students are concerned
about and use a graph to do it. It’s not a huge thing but whenever I can do it, I love to have
students represent salient topics.
Description: Behavior over time graphs can be used for many purposes
besides mathematical functions. You can have students predict what a graph
will look like before they actually make the graph; you can ask them to analyze
a story and graph the suspense or happiness of a character; you can ask them
to graph their own behavior compared to some agreed-upon norm. A quick
glance can tell you a lot about what the students are thinking. Graphs that are
not what you (the teacher) would expect can reveal misconceptions or
particularly creative mental models.
Graphs can be qualitative or quantitative. The only absolute is that time
increases on the x-axis. Remind students that not all graphs are linear.
13. Annotated Classroom Maps – create annotated classroom maps after
Experiential Exercises to show how classroom experiences relate to
graphical representations.
14. Annotated Illustrations – make annotated illustrations to show how math can
be seen in everyday situations.
15. Annotated Slides – use simple sketches of powerful images, accompanied
by annotations, to help students understand difficult content.
16. Flow Charts – create flow charts to show causal relationships or to show
steps in a sequence.
17. Forms of Poetry – write various forms of poetry to describe a connection
between topics/things, to represent a sequence of activities (acrostic).

3. 18. Illustrated Dictionary Entries – explain key terms by created illustrated
dictionary entries. Write a definition, provide an example and non-example,
and draw an illustration to represent each term.
19. Illustrated Outlines – use simple drawings and symbols to graphically
highlight or organize class notes.
20.Illustrated Timelines – create illustrated timelines to sequence a series of
events in chronological order.
21. Making Connections Outside the Classroom – after completing an activity,
find examples outside of class of the topic or concept studied.
22.Metaphorical Representations – create metaphorical representations to
explain difficult or abstract mathematical concept.
23.Mosaics – synthesize information from a broad content area by creating
mosaics. Use visuals and words to represent similarities, differences, and
important concepts.
24.Pictowords – create pictowords (symbolic representations of words or
phrases that show their meaning) to help define difficult concepts.
25.Comic Strips –comic strips to provide sequence or commentary on problem
solving strategies
26.Posters – draw posters to emphasize key points about important processes
or problem solving strategies
27. Spectrums – place information on spectrums to show multiple perspectives on a topic or to express
an opinion about an issue.
28.Spoke Diagrams – create spoke diagrams as a visual alternative to outlining.
29.T-Charts – create T-charts to compare classroom experiences with real-life
details, to look at advantages and disadvantages of a topic, or to compare
and contrast two different items.
30.Venn Diagrams – create Venn diagrams to compare and contrast concepts,
representations, or examples.