How about a session that puts reflection to work—not only to look back but to sharpen focus and lean into growth (mindset)?
I’d ask students to revisit the Seeing Like a Student → Seeing Like a Teacher → Being a Teacher thread, not just about a shifting role, but as a cognitive rewiring. What insights from “seeing like a student” still serve you? What new expertise has reshaped your thinking? What have you held onto that no longer fits?
Likely using guided reflection and discussion, I’d scaffold individual, pair and larger group engagements- drawing from program learning principles—(ie SoLD & CRT/ GLB & ZHammond- these likely go across programs - Balancing Cognitive Load, Metacognitive Awareness, Adaptive Expertise, What Students/Self Actually Need…) The goal would be to explore your experience in learning with the strengths and blind spots in this shift—not about what you liked or didn’t, but how your thinking has changed, what served you, and how to use that awareness moving forward.
The Big Idea: Great teachers see like both a student and a teacher—staying curious and adaptive while building expertise and authority. The real skill? Knowing when to shift perspectives, staying flexible without losing direction, and continuing to be your own bus driver—hopefully headed somewhere you mean to go. 🙂
