Documenting Growth & Reflecting on Connections What’s more, by providing opportunities for students to revise and analyze errors, teachers help students see more clearly how their thinking has improved and oftentimes allows them to see the solution differently. By asking, “how did you figure that out?” or “talk through your solution,” teachers can help students reflect on the process and tease out the strategies they chose to use in solving problems. Teachers can scaffold metacognition by asking students to explain their thought process. Research has shown that metacognition promotes deeper learning and affects whether students can transfer and apply their knowledge to new scenarios. Metacognition – “thinking about one’s thinking” – has been linked to improved learning outcomes. And so I decided to create a project for my students focused on these aspects. To me, the studying and synthesizing of material from the beginning of the school year, the organizing of information, and the focus on helping students make connections between the various units and topics is where the value lies. ![]() ![]() However, this year, we moved to a one exam model, which will be given at the end of trimester 2.Īs I thought about what I would do to shift things without an exam, I asked myself what part of the exam period I thought brought the most value to my students’ learning. ![]() My school has always administered exams in the first and third trimester (meaning that students usually are taking their trimester exam right about now).
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