Quick Questions for Critical Reflection

Observe, infer, and take action on a problem of practice using three simple prompts. 

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DR. SHERRISH HOLLOMAN

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What are we noticing? So, what does it mean for teaching and learning? Now what should happen next? These are some of the questions posed by one of our favorite resources — What, So What, Now What — which leans on our core values of critical reflection and cycles of inquiry.

Developed by Gene Thompson-Grove in 2004 and revised 2012, this protocol allows you to do several things at once: gather information, analyze and interpret a problem of practice, and envision next steps for your work. This is a versatile protocol that can be modified to support teachers, leaders, and even students as they work to understand curricular content. 
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DOWNLOAD: WHAT, SO WHAT, NOW WHAT

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Jumpstart your reflection

What, So What, Now What can help you to evaluate a recent experience, untangle a problem of practice, or inspect quantitative or qualitative data. After observing and analyzing what you already know, you can then work toward identifying the next steps for your practice.
 
This resource works in three phases:
 
Understanding the event (What?)

• Making low-inference (non-judgmental) observations and collecting data. Generally, a statement of facts.
• Example: What are you noticing about how your students did on a test? Here, you can look at the data and note any quantitative information that stands out to you. 

 
 
Making sense of the facts and implications (So what?)

• Making meaning of the “what” through analysis and interpretation. Essentially asking yourself: What does this mean? Why is it important?
• Example: What does your students’ test data mean? Here, you can note the patterns and connections between questions students answered correctly or incorrectly. 

 
Identifying a course of action or new solutions (Now what?)

• Thinking through the implications, solutions and/or future applications. In some ways, this last step is a call to action, asking what’s next?
• Example: Start to make suggestions for how to address the data implications. How can you tweak your curricula to address the areas where students show needs? What are some lesson ideas you can try?  ​

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Engage students in inquiry

WHAT	SO WHAT	NOW WHAT
“What do you notice about what’s happening?” ​Here, students are invited to write their low-inference notes and observations about the lab or demonstration.  ​ ​ ​	“Okay, now that you’ve written your observations down, try to extrapolate a bit…so, what does this make you think? What are some reasons you think this happened the way that it did? Here, students can stretch their observations and try to explain why the experiment may have turned out this way.	“We have noted our observations and started to make some inferences about those observations. Now what can we do? Here, students can think about what this all means — what are some conclusions they might be able to draw after noticing what and thinking about this demonstration?

From here, the class can begin to share highlights from their charts, and begin to draw conclusions about the lesson. 

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What, So What, Now What is a highly adaptable tool that can promote curiosity, reflection, and accountability. Its flexibility allows for application with all members within a school community, and we encourage you to adapt it to best meet your needs. 

How are you using this resource? Let us know in the comments!

IDENTIFYING PRODUCTIVE STRUGGLE

DATA-INFORMED INSTRUCTION

BEHAVIOR AS DATA