As a child, I had a strong aversion to broccoli. My mother employed various strategies to encourage me to eat it, such as mixing it into mashed potatoes, finely chopping it for salads, and even blending it into banana smoothies. My resistance may have stemmed from typical childhood rebellion, but now, I have developed a fondness for broccoli, which has become a regular part of my meals.

Similarly, my former students likely lacked awareness of the long-term benefits of the skills they were developing during the course. If I recall correctly, they also exhibited initial resistance, believing that the assigned tasks would not yield significant advantages. Nevertheless, the nature of their experiences has ultimately positioned them favorably for future endeavors.

“The Benefits of Broccoli” Photo by Maria Kovalets on Unsplash

It is crucial that we do not overlook these moments during course delivery. Educators often become engrossed in the daily management of course content, assessments, and producing work that is well-received. To ensure the full development of meta-skills, it is essential that we provide opportunities for students to reflect on themselves, their work, and the processes they employed. This reflective practice can enhance their learning experience and prepare them for future challenges.