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Abstract
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.