Stop and think about the most significant lessons you’ve learned in life – times when you’ve gained insights or skills of lasting importance. Now reflect for a moment – did this take place in a classroom? Yet every day our students learn… 1. Knowledge is scarce. 2. Learning needs a specific place and specific time (lessons in classrooms). 3. Knowledge is best learnt in disconnected little pieces (lessons).

I frequently guide teachers and administrators on classroom walkthroughs with a focus on observing the students by a focusing on two essential questions: “What kinds of thinking did student need to use in the lesson segment we just saw?” “What choice did students (appear to) have in making decisions about the product, process or evaluation of the learning?”

I’m pleased to have been invited by the educators at the Smithsonian Institution to do a guest blog post using museum resources. I was attracted to the Smithsonian Bicycle collection because the images could be analyzed by students without a great deal of background knowledge. Students can use historic photographs of bicycles to answer critical thinking questions focused on the theme of continuity and change.
Analysis – What patterns do I see in the bicycles – construction, design, features, uses? What elements do they share in common? How do they differ?
Evaluation – In my own judgment, what elements are changing? Which are staying the same? 
Creating – What have I learned about continuity and change in the history of the bicycle? How can I represent what I’ve learned to share with others?

A student reflects on his progress as a learner, classroom information flow, problem solving, and the reluctance of fellow students to take responsibility for their learning.

I will feature a session on “Teaching, Learning and Leading in a Reflective School.” This workshop is based on my 4-part blog series “A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals.” To visually introduce my taxonomy, I created this Prezi presentation – enjoy.