Now they discuss the film, responding to those questions. Others hear clues and details in the music, or see it in a small dragonfly pin worn by the protagonist. As the students share they are impressed by things their classmates noticed that passed them by.
Some students even surprise themselves with their own keen observations.
Many students later report how powerful the experience had been. Jean's students are very engaged in the activity and have brought in a variety of things related to their childhood pastimes, like fishing gear, a loom, and games. In the examples above, teachers are conducting activities they have developed to use MI theory as a reflection tools, so that their students might acknowledge and ultimately put to work their areas of strength toward learning goals. Wendy and Jean, and several of their AMI colleagues, shaped their own versions of MI-informed reflection based on their particular goals, contexts, and student populations. There are three types of MI-Informed Reflection activities, each related to different goals.