KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
I failed in the past. I know it is a powerful practice to have students reflect on their learning. I know that students find closure and hold their learning longer when given the opportunity to reflect. I know that reflection about learning is a form of metacognition that leads to a greater depth of understanding. Yet I repeatedly failed to provide the time for students to do so. It always felt as if my classes didn't have time--we needed to move on to the next thing.
2020 is a new year and the year of clear vision. I have come back to what I know. I decided to slow down my classes and make a point of providing time for them to write (or draw) their reflections. Then I decided to slow down myself and actually read them. With all the good I already knew about the power of reflection and metacognition, I found a benefit of which I was not aware. I am getting to know my students better. I am learning about them as learners and as people. I'm able to use what I learn in their reflection to build stronger relationships with my students. In some cases I am able to bring needed help to students that don't ask for it aloud. I implore my fellow educators to make the time for students to participate in metacognitive activities such as reflections. The gains far out weigh the time it takes. Scientifically yours, Nadene
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AuthorNadene Klein, M.Ed. has been an educator for over 25 years. She brings a passion and love for science to the classroom and through this blog to you. Archives
March 2024
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