RESEARCH REFLECTION SPACE (RRS)
Reflection in the extended essay is critical. Effective reflection highlights the engagement of the student in an intellectual and personal process and how this has changed the student as a learner and affected the completion of that individual’s essay. The IB considers this to be a central component of a successful research process as it:
- supports student learning, thinking and critical analysis throughout the research process
- helps to stimulate discussions between the student and supervisor
- aids the reflection process.
NATURE OF THE RRS
Use of the RRS is strongly recommended as it will allow the student to more clearly articulate and understand their decision-making process. It supports learning, thinking, critical analysis and evaluation, and contributes not only to the development of a successful extended essay but also to skills and competencies for pathways beyond the Diploma Programme.
The RRS is a personal learning environment that can be either a physical or virtual support tool. It is a space in which students are able to record reflections on what they are reading, writing and thinking. The use of the RRS will help students to prepare for their reflection sessions with their supervisors and inform the discussions that take place. In preparing for their reflection sessions students could use their RRS to:
The RRS is a personal learning environment that can be either a physical or virtual support tool. It is a space in which students are able to record reflections on what they are reading, writing and thinking. The use of the RRS will help students to prepare for their reflection sessions with their supervisors and inform the discussions that take place. In preparing for their reflection sessions students could use their RRS to:
- record their reflections;
- respond to artefacts, such as photos, newspaper clippings, twitter feeds, blogs, and so on;
- respond to prompts and questions that may arise in the students’ subject areas, TOK classes or other aspects of the Diploma Programm
- create MindMaps;
- record emerging questions.
THE ROLE OF THE RRS
Insights and information recorded in the RRS are expected to form the basis for and find direct expression in the essay, reflection sessions and Reflections on planning and progress form. Students are expected to share excerpts from the RRS in discussions with their supervisor. Using these reflections as a point of reference in their supervision sessions, students will be able to:
Students’ reflection process is assessed under criterion E: Engagement using the Reflections on planning and progress Form (RPPF).
- demonstrate their planning
- discuss what they are learning
- evaluate their progress.
Students’ reflection process is assessed under criterion E: Engagement using the Reflections on planning and progress Form (RPPF).
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REFLECTION SESSIONS
Reflections on planning and progress form:
This form is to be completed by the candidate during the course and completion of their EE. This document records reflections on the students planning and progress, and the nature of the discussions with the students supervisor. Each student must undertake three formal reflection sessions with your supervisor: The first formal reflection session should focus on the students initial ideas and how you plan to undertake your research; the interim reflection session is once a significant amount of research has been completed, and the final session will be in the form of a viva voce once the student has completed and handed in your EE. This document acts as a record in supporting the authenticity of your work. The three reflections combined must amount to no more than 500 words. The completion of this form is a mandatory requirement of the EE for first assessment May 2018. It must be submitted together with the completed EE for assessment under Criterion E.
Sample RPPF's
This form is to be completed by the candidate during the course and completion of their EE. This document records reflections on the students planning and progress, and the nature of the discussions with the students supervisor. Each student must undertake three formal reflection sessions with your supervisor: The first formal reflection session should focus on the students initial ideas and how you plan to undertake your research; the interim reflection session is once a significant amount of research has been completed, and the final session will be in the form of a viva voce once the student has completed and handed in your EE. This document acts as a record in supporting the authenticity of your work. The three reflections combined must amount to no more than 500 words. The completion of this form is a mandatory requirement of the EE for first assessment May 2018. It must be submitted together with the completed EE for assessment under Criterion E.
Sample RPPF's
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REFLECTION SESSION |
DESCRIPTION |
The first reflection session |
Students are encouraged to include in their RRS examples of initial topic exploration, possible sources and methods, preliminary research questions and their personal reactions to the issues. In attending their first reflection session with their supervisor, students can use notes made in the RRS as the basis for discussion as well as to demonstrate the progress students have made in the research process. |
The interim reflection session |
As their RRS develops, students can demonstrate the progress of their thinking, the development of their argument and raise any questions they may have with their supervisor. At this stage the RRS may include reactions to readings, progress in the timeline for completion of the extended essay, a possible outline of arguments, challenges encountered and the strategies used to overcome them. |
The final reflection session—viva voce |
During the viva voce, which takes place at the completion of the extended essay process, the RRS can form the basis for discussion about the process of completing the essay. Students can show what they have learned about the topic, the research process followed, their own learning, as well as outlining new questions they have uncovered. Most importantly, during the viva voce the RRS may help to highlight the personal significance of the work to the student and ultimately contribute to the supervisor's report. |
Some guiding questions for writing each reflection can be found in the document opposite.
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Reflecting throughout the research process
Reflection is a continual process. If you are constantly considering the decisions you are making in the extended essay (EE) process, you are better able to avoid the common pitfalls of independent research. Reflection also helps you plan, allowing you to monitor your progress.
The following table identifies three stages in the review process and the kinds of questions you can usefully consider at each. It also suggests what evidence you might use in your reflection sessions to demonstrate your progress and learning.
The following table identifies three stages in the review process and the kinds of questions you can usefully consider at each. It also suggests what evidence you might use in your reflection sessions to demonstrate your progress and learning.
Stage |
Types of questions you may ask yourself |
Evidence from my researcher’s reflection space |
Initial: Planning stages |
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Background reading stage |
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Interim: Writing stage |
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Final: Writing stage |
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Viva voce |
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reflection questions
In critically reviewing your engagement in the research process, it might help to think in terms of three levels of reflection: descriptive, analytical and evaluative reflection. The table below gives examples of guiding questions to help with this. They are not exhaustive.
Level of reflection |
Example of the kinds of questions students may have asked and answered of themselves |
Descriptive |
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Analytical |
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Evaluative |
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