I feel motivated to identify those key awareness topics that I can use as a foundation for creating meaningful questions to help my students build conceptual understanding.
As I am going to work within a "Building Thinking Classrooms" framework during my long Practicum, Hewitt’s approach reinforces the importance of not simply providing students with properties or rules. Instead, the teacher should guide learning through carefully designed questions that promote thinking and awareness, allowing students to construct understanding through their own reasoning.
Another important takeaway is that once this process of thinking becomes habitual, it can be transferred to other areas such as problem-solving, critical thinking, and more. In this way, learners develop not only memory as a “power of the mind,” but also creativity, estimation, abstraction, and problem-solving skills.
You’ve made some strong connections between Hewitt and BTC, and your focus on cultivating awareness is spot-on. To take this further, try grounding your ideas in one concrete classroom moment or tension — something your teacher-bird actually noticed. That little bit of specificity will give your reflection real weight and make your thinking shine.
ReplyDeleteOne concrete classroom moment: Linear Equations. Example: I give an equation y= 4x +1, then I ask students I woul like to create a table of values when x is iqual to -2,0,2, and 3. ask the students how to get the table?, then have them to graph and analyze the graph and what represents. Then, give a point and ask them if this point is in on the line... and keep building on this path of thinking until move to non-whole coeficients..
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