Learner
Reflections

Learner reflections are an opportunity for learners to think about their goals, how they learn and what they have learned so far in their LINC class. Reflecting on one’s own learning is an integral element of self-directed adult learning and a learner-centred approach, and should be a regular, ongoing practice in the daily routine of every LINC class.

Reflecting on one’s own learning is an important critical thinking skill and enables learners to actively monitor their language knowledge, skills 
and performance while building strategies necessary for their learning process. It enables learners to take ownership of their learning and understand better their short- and long-term goals to improve their learning outcomes. Learner reflection is part of the self-assessment process. Learner reflections can also inform the planning process: they provide the instructor with insight into learning processes and individual needs. 



All tools used for learning reflections need to be CLB level-appropriate and embrace various types of learning styles and skills to ensure that all learners can successfully use them. Some learners may need time to get acquainted with the concept of goal-setting and the process of reflecting, and will need longer time to achieve that. Therefore, it is important to include reflecting during and after learning in a systematic, regular way so that all learners can develop this skill. For Stage I, learning reflections should be clearly organized, easy to read and supported with pictures. 

Learner reflections can take many forms: pair, group or class discussions; one-on-one conversations; questionnaires or polls; journals or written reflections; and so on. Some ideas for learner reflections include:

• exit cards at the end of a class or activity
• prompt questions for discussion
• visual scales or polls
• journal prompts
• multiple-choice questionnaires or checklists
• writing assignments

Learner reflections can be spontaneous or planned, and can happen at the end of an activity, lesson or module. They can happen during and or at the end of a teaching segment, for example, at the end of a lesson or a module, or during a series of skill-building activities done in preparation for a task. When appropriate, learner reflections can be documented and recorded in the About Me section of learner portfolios.

Including regular learner reflection opportunities empowers learners to measure and reflect on their own skills, growth and development, as well as the effectiveness of course activities. Learners can combine regular learning reflection routines and feedback to help track their progress and inform their goal-setting.



As an instructor, you benefit from insight into the activities, lessons and approaches learners find effective in their learning journey, and into the challenges they are experiencing. The learning reflections can inform your own reflective practice and help you calibrate your work to best meet learners’ needs.