William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
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Reflexive Learning in Project-Based Education
Reflexive Learning in Project-Based Education
One curriculum practice that reflects reflexivity is project-based learning (PBL). In this approach, students engage in real-world projects where they must plan, act, reflect, and revise their work based on feedback and self-assessment. Reflexivity is evident as learners critically think about their own learning processes — identifying what works, what doesn’t, and how they can improve.
This dynamic fosters deep learning, because students are not just absorbing information but actively analyzing and applying it. Teachers, on the other hand, guide learners through reflection prompts and feedback loops, encouraging them to see mistakes as opportunities for growth.
The result is a cycle of learning, reflection, and improvement, empowering students to take ownership of their learning journey. Reflexivity in PBL transforms classrooms into spaces of inquiry, self-awareness, and continuous development.
I really like how you connected reflexivity to project-based learning — it captures how reflection isn’t just an end-of-project activity but an ongoing process throughout the learning cycle. Your point about students seeing mistakes as opportunities for growth really stood out; it shows how PBL can nurture resilience and self-regulated learning.
It also made me think about the teacher’s role as a facilitator of reflection rather than a source of answers. how do you think educators can best balance providing guidance with allowing students enough freedom to make and learn from their own decisions?