53). Aitken mentions this in relation to Dorothy Heathcote's Mantle of the Expert approach to teaching and learning and knowing how students learn in order to help them engage in thinking effectively. My course encourages and integrates many moments of reflection and rich discussions. I chose to use the story My Grandma's Toy Box in the lesson, a story the students discovered during a recent field trip to the museum. The book provides an opportunity to reflect on what has been learned from the museum and develop rich discussions as we explore each of the toys in the book. My teaching of reflection and discussion is developed so that students are producers, not just consumers, of knowledge. For example, students are encouraged to actively participate in reflections and discussions and, in turn, develop their knowledge while being guided and asked to answer questions that require in-depth articulation and understanding. For example, “What unique futuristic features will your toy have?” » Based on their understanding of toys from the past and present, students begin to formulate ideas about the characteristics of future toys and then share these ideas with the class. According to Costa and Kallick (2008), this type of guidance and teaching is important to ensure student understanding. Costa and Kallic assert that “teachers who promote reflective classrooms ensure that students are fully engaged in the meaning-making process” (p..