Pre- and Post- Perspectives

Reflective Questions for Journaling
Pre- and Post- Perspectives

Religion: any and all

Purpose: for students to reflect upon (and share) prior knowledge (pre-) in contrast to new things they learn (post-) over the course of a unit of study

Cognitive Skills: knowledge, comprehension, synthesis

Learning Styles: reflective, active (if shared with others)

Intelligences: intrapersonal, interpersonal (if shared with others)

Use: in class (or at home)

For: individuals (option: pairs or small groups)

Estimated time: 1-5 minutes (pre-, and again post-)

Materials needed: paper and pen

Note: can be used as a part of student journaling to be read (and, if desired, graded) by instructor. Can also be used as anonymous assessment technique when submitted without student names. If "pre-" responses are shared with instructor at beginning of a unit of study, presentation of material can be adjusted to fit student needs.

The Activity:

Just prior to beginning a new unit of study (e.g. a new religion in an introduction to world religions class), teacher asks students to reflect on their initial impressions of the topic, based on any pre-existing knowledge. Students might be asked to jot down some questions they have about the topic/religion and what they hope to learn about it.

option to have students volunteer to share some of what they have written; teacher might list contributions on board

students can also share perspectives in pairs or small groups

teacher option to collect these responses, review them, and address any significant issues over the course of instruction

At the conclusion of the unit of study, students are asked to reflect on what they have learned, on how their understanding and/or attitude toward the topic/religion has changed. Some specific guiding questions:

What did you find most interesting? Most valuable? Surprising? What most impressed you? What inspired you? How can you relate your learning to your own life and/or the world around you? What remaining or new questions do you have about the topic/religion?

note: If "pre-" responses were collected with names on them, they might be returned to students before (or after) they write their "post-" response. Students might appreciate the reminder of their own prior knowledge. This can enable them to respond more directly to how their knowledge has changed in contrast to what it was before learning has taken place.

option to have students volunteer to share some of what they have written, again, in pairs or small groups or with the entire class

Option: as a graded assignment, students can be asked to write a more formal essay reflecting on their learning, contrasting their pre- and post- perceptions.

Alternative possibilities: Can be used in just about any discipline. Can be used at beginning and end of an entire course, unit of study covering a few weeks, or an individual class session.