ABSTRACT
This chapter describes the identification of ‘segments of time’, when we judged that target pupils were challenged intellectually. A judgment was also made concerning the resolution of each identified reflective episode. The term ‘reflective episode’ applies to a period of time, when target pupils showed evidence of being cognitively engaged, as when, for example, they asked for help, explained to others, noted errors and contradictions. Episodes in which pupils appeared to advance in their thinking occurred both in group and in individual teaching. Pictorial summaries can be effective in highlighting target pupils’ experiences of involvement, providing samples of pupils’ and teachers’ talk, and of the context. The chapter discusses the process of reflection has been located within episodes when pupils were challenged intellectually. From the remaining two classrooms comes ample evidence that reflective episodes were frequent, satisfying, experiences for pupils and their teachers.
