Reflecting on Learning

Unit: Farming for the Future

Grade Levels: 2–5 (Multi-age classroom)

Lesson 17 of 25

Duration: 60 minutes

Class Size: 13 students

IB Framework Alignment

Primary IB Learner Profile Attributes:

Reflective: Students will thoughtfully consider and articulate their experiences.
Knowledgeable: They will connect concepts from the unit to their portfolios.
Communicators: Sharing insights verbally and visually in presentations.

IB MYP/Primary Years Programme (PYP) Transdisciplinary Theme:

Sharing the Planet (human impact on the environment through sustainable farming)

IB PYP Key Concepts:

Reflection (making meaning of experiences)
Connection (linking learning across contexts)

IB Approaches to Learning (ATL):

Self-Management Skills (organizing and reflecting on own learning)
Communication Skills (expressing ideas through multiple modes)
Social Skills (offering and receiving feedback)

Learning Objectives

By the end of the lesson, students will:

Articulate key concepts and personal insights gained during the unit "Farming for the Future." (ATLs: Reflection, Communication)
Organize and synthesize their work into a creative, personal portfolio reflecting their learning journey.
Offer and receive constructive feedback in peer-sharing sessions to deepen understanding and collaboration.

Success Criteria

Students will demonstrate success by:

Clearly describing at least three things they learned about sustainable farming or how farming can impact the future.
Completing a portfolio template that includes written reflections, drawings, and artifacts from prior lessons.
Engaging respectfully in peer feedback by giving specific, positive, and actionable comments.

Materials

Portfolio templates (printed/digital, dyslexia-friendly font)
Samples of student work/artifacts from previous lessons (photos, drawings, written pieces)
Colored pencils, markers, scissors, glue, staplers
Large chart paper or whiteboard for group reflection notes
Lightweight folders or binders for portfolios
Visual timers and quiet music playlist (to support focus)

Lesson Schedule & Activities

Time	Activity	Description	Differentiation	IB Focus
0-10 min	Welcome & Group Reflection Warm-Up	Gather students in a circle. Use a “Reflection Web” activity: Toss a soft ball around; when a student catches it, they share one thing they remember from the unit. Teacher records key themes visually on chart paper.	Provide sentence starters (e.g., “I learned that…” “One important idea was…”) for emerging writers and ELLs. Use dyslexia-friendly font on the chart.	ATL: Social Skills, Communication Skills; Key Concept: Reflection
10-15 min	Portfolio Introduction & Modelling	Introduce the portfolio template as their “Farming for the Future Story.” Teacher models a completed page that includes a drawing and a short reflection. Show how to include past work or photos as ‘artifacts.’	Offer choice between writing or drawing reflections; use audio recordings for students who prefer oral descriptions.	ATL: Self-Management Skills; Learner Profile: Knowledgeable
15-40 min	Portfolio Creation (Individual and Paired Work)	Students collect their previous work (from unit folders, posters, photos) and decide what to include. They fill in the template with reflections, illustrations, and key takeaways. Teacher circulates, supports, and prompts thinking with open questions (e.g., “What surprised you the most?” “How can farming be better in the future?”). Allow pairs to work together creatively.	Use graphic organizers and dyslexia-friendly paper for students with reading/writing challenges. Verbal brainstorming with partners for those who struggle with writing. Advanced students encouraged to include creative captions or multimedia elements (e.g., QR code to a video they make explaining a concept).	ATL: Self-Management, Communication, Reflection
40-50 min	Peer Sharing & Feedback	Students form small groups (3-4). Each student presents their portfolio pages briefly (1-2 minutes). Peers provide feedback using a “Two Stars and a Wish” method: two positive comments and one idea for growth or question. Teacher models giving kind, specific feedback beforehand.	Provide sentence starters for feedback (“I like how you showed...”, “I wonder if you could add...”). Allow verbal or written feedback. Advanced learners invited to facilitate group if confident.	ATL: Social Skills, Communication, Reflection
50-58 min	Group Reflection & Teacher-led Meta-Reflection	Regroup as a class. Teacher leads meta-reflection: What did we learn about ourselves as learners? What are we most proud of? What will we explore next? Record responses on whiteboard.	Allow students to respond in different modes—oral, drawing, or writing a word on sticky notes; dyslexia-friendly word banks available.	ATL: Reflection, Self-Management; Learner Profile: Reflective
58-60 min	Closing & Next Steps	Explain extension option: students can refine portfolios at home and prepare to share with families or digitally with peers next week. Invite students to set one personal learning goal for the remainder of the unit.	Goal-setting supports self-directed learners. For students needing support, use guided questions (“What is one thing you want to learn more about?”).	ATL: Self-Management, Reflection

Differentiation Strategies

Emerging Writers/Dyslexia: Use dyslexia-friendly fonts and colored overlays. Offer alternative reflection methods (e.g., oral recordings, drawings). Provide sentence starters and graphic organizers.
English Language Learners: Pair with bilingual peers or provide key vocabulary visuals. Use peer discussions to build language confidence.
Advanced Learners: Challenge to add creative multimedia to portfolios or write poems/song lyrics about sustainable farming. Lead peer feedback sessions.
Multi-Age Grouping: Pair older students with younger ones for peer mentoring during portfolio creation and feedback.

Extension Activities

Portfolio Sharing Event: Organize a virtual or in-class gallery walk where portfolios are displayed. Students can present to parents, other classes, or community members.
Digital Portfolio Creation: Students create a digital version of their portfolio using simple apps, incorporating images, audio reflections, and videos.
Sustainable Farming Action Plan: Students draft a personal or family plan for sustainable habits inspired by the unit, presenting it in a creative format (poster, video, newsletter).

Assessment & Reflection

Formative assessment through observation of oral reflections and peer feedback interactions.
Review of portfolios using a simple rubric aligned to success criteria: completeness, thoughtfulness of reflections, creativity, and participation in peer feedback.
Teacher reflection notes on student engagement levels and learner attitudes toward reflection to inform future lessons.

Teacher Notes / Tips

Use Reggio Emilia-inspired environment by providing natural materials and a cozy “reflection corner” with soft seating and ambient light.
Encourage students as co-researchers by asking guiding questions and listening actively to their thoughts throughout portfolio creation.
Integrate mathematics by asking students to represent data from previous lessons (e.g., farm yields over time) in their portfolios through simple charts or graphs for cross-curricular connection with Singapore Math.
This reflection lesson honors the student voice and supports holistic development—a cornerstone of IB philosophy and Reggio Emilia principles.

This lesson empowers students to become reflective, knowledgeable communicators while fostering peer collaboration and creative expression — essential lifelong learning competencies in the IB continuum.

Teaching Instructions