谁会知道这个简单的短语，“这对您的体育彩票36选7开奖结果查询有什么帮助？”，会开车 the way I viewed the teaching of 数学ematics? Returning to a classroom position after ten years of supporting teachers in their instruction, I knew that I wanted to do things differently.  I knew that I could not or would not teach in what we, in education, call a “traditional way.”  I had always been an advocate of teaching through problem solving. I had, for years, also advocated for the use of manipulatives and teaching and practising of strategies in 数学ematics. Students I worked with in my career were always asked to share their strategies and to connect these strategies to ones that their classmates shared.

回到教室前的那个夏天，我意识到，虽然我希望我的学生反思他们的体育彩票36选7开奖结果查询，为了使他们做到这一点，我也需要反思自己的学与教。经过反思，我为我给学生的指导感到自豪，但是我知道我需要做更多。我需要与我一起工作的学生成为思想家，深刻的思想家，并定期反思他们的体育彩票36选7开奖结果查询情况。我没有’不知道我要怎么做！

因此，当我回到那个秋天的教室时，我将反思时间添加到了我们的日常计划中。没有专门的时间去思考，学生将无法进入下一个体育彩票36选7开奖结果查询阶段–元认知。培养学生’ metacognition needed to be a focus of my 数学 instruction. Students showed that they were really good at sharing “what they had done”但发现很难反思他们所做的工作如何帮助他们的体育彩票36选7开奖结果查询。现在的挑战是如何发展它？似乎是什么“pop”那年九月初是一个问题– “这对您的体育彩票36选7开奖结果查询有什么帮助？”当时，我不知道这个问题会激发对体育彩票36选7开奖结果查询的热爱。

这个问题“这对您的体育彩票36选7开奖结果查询有什么帮助？”很快成为教室的标准。上面印有问题的水瓶是一个学生的礼物。  

看起来很简单，但事实并非如此’t!  Students didn’不知道该说些什么，结果一开始很多时候都保持沉默。我决定要做的是为学生建立自己的元认知模型。我经常与他们分享我在体育彩票36选7开奖结果查询期间所做的体育彩票36选7开奖结果查询。我们也经常互相集思广益，从中学到的东西中吸取教训。学生开始发展技能。他们学会了反思。他们学会了以适当的方式挑战同学的思维，他们学会了与当前的体育彩票36选7开奖结果查询联系起来，以确定他们未来的体育彩票36选7开奖结果查询步骤。并非所有事情都立即发生，我可以放弃很多天，但我下定决心（有些人会说固执！）使它起作用。它对所有学生有用吗？是的，我确实以各种方式相信了。发达的是 学生询问/与其他学生合作体育彩票36选7开奖结果查询 以及对体育彩票36选7开奖结果查询的反思是否足够深入。老师还想要什么？

反思期每天举行两次。这些反思期已成为日常工作的一部分，学生利用这些板块确定何时开始反思（地毯）时间，使学生有机会开始思考如何分享工作或任务的方式。有助于加深他们的知识。这也帮助学生以真实的方式进行识别，写作和展示时间。  

学生回答了这个问题，“这对您的体育彩票36选7开奖结果查询有什么帮助？”  in different ways. Some shared how it challenged what they had always believed. For example, when students were practising subtraction many believed that you always took the smaller number away from the bigger number. But upon further investigation, realized that this might not always be true.  Some students shared that they had more questions about a particular area in 数学ematics, trying to see if they could generalize patterns, or steps to solve problems.  Some students shared that they realized that they still did not understand a particular concept in 数学ematics that they had been studying.  This often led to other students offering to support them in their learning. This reflection time led to deeper understanding of concepts, insight into how I, as their teacher, could further support them in their learning, as well as richer 数学ematical discussion than just sharing of strategies. It was during this reflection time that I also 提示/质疑, scaffolded, or explicitly shared the 数学ematical language that would enable them to get to a deeper level of thinking. That simple question, “这对您的体育彩票36选7开奖结果查询有什么帮助？” 赋权的学生 进入更深的层次，拥有自己的体育彩票36选7开奖结果查询并在建立知识方面相互合作。   

从提示/挑衅/任务中体育彩票36选7开奖结果查询经常是反思时间的主题。使用松散的部分，奇观和开放式问题，学生可以选择适合自己的体育彩票36选7开奖结果查询方式，同时也可以集中精力在反思期将这种不同的体育彩票36选7开奖结果查询联系起来。  

学生通过经验，实践和支持进行体育彩票36选7开奖结果查询，以反思自己的体育彩票36选7开奖结果查询情况。这个问题是由问题引起的，“这对您的体育彩票36选7开奖结果查询有什么帮助？”，似乎驱使我们加深了元认知。一世’我敢肯定，其他问题也会奏效，但是看到学生质疑别人，寻求他们自我反省并分享体育彩票36选7开奖结果查询的内容，这真是令人惊讶。“math”他们有。他们本质上是“noticing and naming”自己体育彩票36选7开奖结果查询。学生开始使用这些术语“noticing and naming”在反思和质疑同学的过程中。通常，我会听到他们说类似的话，“您告诉我们您做了什么，或者注意到您做了什么，但是您能说出您所做的体育彩票36选7开奖结果查询吗？”反思过程中的这种合作有助于推动会议室中所有人（包括我自己）的思考！职业发展一天后，它甚至导致学生问我要说的是我所学到的东西。哇！我也要承担责任，我不能’感到骄傲。这种以有意义的方式应用知识可以证明是真正的体育彩票36选7开奖结果查询。当我们通过反思共同支持元认知的发展时，我们将思维能力提高到了一个全新的水平。    

一个学生创建了流程图，让学生反思自己的体育彩票36选7开奖结果查询情况。注意反射参考–“clecting your nolig”（收集您的知识）以及它如何包含结果。  

Including reflection in my 数学ematics learning time proved to be powerful in so many ways. How do you use reflection in the classroom to develop student thinking? What questions do you use to develop and foster student metacognition? What has been the impact? What is the evidence?  

艾米·佐泽托（Amy Zorzetto） has worked for the Hamilton-Wentworth District School Board (HWDSB) for almost 20 years.  She has held many positions including classroom teacher (primary, junior and intermediate), Math Facilitator, and Elementary Program Consultant.  After being in system roles for almost ten years,  she decided to return to the classroom to implement her learning using an inquiry based program, with a focus on empowering students to develop thinking skills through reflection.  Her passion is in the teaching and learning of 数学ematics and you can follow her journey on 推特 with the 推特 handle of @mathymom.