In our science classrooms, teachers are the science practitioners demystifying our practice—from reading, inquiry, and problem solving to test taking, and even note taking. Placing learning and understanding in an explicitly prominent position in the classroom has provided a classroom climate that is only competitive in its quest to assure that all are successful. Students learn how to learn because metacognitive conversations ensure that there are no longer mysterious black boxes understood by only a privileged few. By encouraging students to practice the self-assessment strategies described in this article, the road to success is open to all.
Type Journal ArticlePub Date 4/1/2007Volume 030Issue 08