【正文】 you have a no bone? 2. Do you have a sponge? 3. Do you have a fun with sponge? Attempt to Generate Questions ? This teacher was at first discouraged. “Wow, was that hard for them. First, they don?t know how to ask a question…so it really showed me how we need to incorporate this technique much more frequently.” Attempt to Generate Questions One week later, however: Teacher Reflection: “I have been incorporating the end of class reflections as we study about each different group of invertebrates. It is like part of their workbook to fill out. That has been real helpful. They don?t seem to think of it as ?writing?….” Attempt to Generate Questions One week later: “…. They are so motivated if I try to just discuss or at the end, I have a few who will tell me to let them write it instead….They have definitely improved on their prehension and writing about what they understood. It definitely helps me to see it more from their perspective to clear up any misunderstandings that may have occurred.” EndofClass Reflection ? She provided what she considered a very good response from a student using the “EndofClass Reflection”… Student 3 1. Sponge can?t not move and sponge has holes 2. Fish do not like to eat sponge because they smell and taste 3. Sponge get some water and it get some oxygen and when it eats food when get finish with the food it get rid of food EndofClass Reflection ? This teacher also remended that other teachers “l(fā)ook for the ?good? in their students? writing.” ? We will always be faced with variable skill levels. Another Teacher’s Comment “I would say that the end of class reflection definitely gave me a framework to begin with. Knowing Krissy as I do, I knew that she had retained more details than she wrote about, but this gave me a chance to pull the additional information from her. Therefore, I don?t see the response being the end all as to whether or not she learned the information, but rather whether or not she can express a thought pletely. For others, it can provide the basic starting point for reflection.” Another Teacher’s Comment “The students basically had a great reaction to my request to do this exercise. They seem to enjoy pulling out their science journals. They get a great feeling of acplishment from using it. I also notice, they enjoy reflecting on past projects and entries. The one drawback is that sometimes some of my students do not put their best work into it. They tend to get a little sloppy. This varies from student to student.” EndofClass Reflection ? A third teacher?s ment reveals the importance of dialogue in the Social Constructivist approach to teaching: “... As I worked with him [in a lesson on the human eye] I asked him to put more terms to his descriptions. For example, ?it has a lot of water inside eye…? I asked him what the water was, then he labeled it as vitreous humor. I was pleased with his responses, because it showed that he had fully grasped the terms and their placement in the eye. His descriptive terms also showed me that he was processing the information in a way that was fun for him, therefore leading to continued interest.” Mathematics Example ? Sometimes the EndofClass Reflection can reveal learning that goes beyond the content objectives. In the fo