53). Aitken mentions this in relation to Dorothy Heathcote's Mantle of the Expert approach to teaching and learning and knowing how students learn to help them engage effectively in reflection. My class encourages and incorporates many moments of reflection and in-depth discussion. I chose to use the story My Grandma's Toy Box in the lesson, a story that was introduced to the students during a recent field trip to the museum. The book provides an opportunity to reflect on what has been learned from the museum and to develop in-depth discussions as you explore each of the toys in the book. My instructions for reflection and discussion are developed so that students are the producers, not just the consumers, of knowledge. For example, students are encouraged to actively participate in reflections and discussions and, in turn, develop knowledge as they are guided and challenged with questions that require depth of 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 generate 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 instruction is important to ensure that students achieve understanding. Costa and Kallic state that “teachers who promote reflective classrooms ensure that students are fully engaged in the meaning-making process” (p..