Introducing reflective learning in a large probability class

Abstract

Reflective learning though popular in Humanities and Social Sciences is not widely used in STEM disciplines. We describe the introduction of weekly student reflections in a large Introductory Probability course and key takeaways from student and instructor perspectives. Reflections proved to be helpful to students in several ways - they made a challenging course more enjoyable, helped students articulate the concepts that they struggled with, think deeper about course materials and applications as well as take charge of their learning by organizing their study so as not to fall behind, make changes to their study habits, and seek timely help. On the instructor's side, student reflections were a tool to spark conversations and create a shared sense of learning and community while including and addressing diverse perspectives in response to questions brought up in reflections. Additionally, reflections gave the instructor a glimpse into all students’ difficulties with concepts rather than just those who ask questions or attend office hours and helped enhance inclusivity by connecting personally with a large number of students in response to difficulties expressed with the course content.