The relationship between reflective learning, interest and motivation and achievement toward reading standards in middle school

In a seventh grade classroom, students are expected to achieve grade level standards for reading. Reflective Learning activities, including reflection journals, studentinvolved rubrics, end-of-unit self-assessments, and cooperative learning are used as motivational learning tools to help student success in reading standards. The common element among these is that they all involve students personally reflecting on the standards and their personal development along the learning continuum. Six seventh grade students were case study participants for this research. The data collected included the students' class work, a teacher's look at the students' participation, a student questionnaire, and a student interview. What became most clear is the uniqueness of each student and how different activities motivate different students to learn. Because the Reflective Learning activities are so varied, one or more activity was to be valuable for every student. While no direct correlation is shown between Reflective Learning and student success toward reading standards, the need for clearly articulated standards is evident.