How Reflection and Practice Are Shaping Expert Learners at Ridgefield Academy

This year at Ridgefield Academy and Landmark Preschool, we set out to strengthen one of the most powerful tools students have for learning: writing—not simply as a polished final product, but as a way to think, reflect, problem-solve, and make meaning across disciplines. Grounded in our strategic commitment to developing expert learners, we recognized that writing could—and should—play a far more expansive role in how students understand themselves as learners.

Associate Head of School for Academics DDS Dobson-Smith explains, “Writing helps students understand not just what they are learning, but how they learn.”

At the heart of this work is a shared focus on cognitive writing—writing as a visible form of thinking. Cognitive writing asks students to read, process, respond, and reflect, capturing their thinking as it unfolds. It is purposeful and goal-oriented, designed to help students articulate what they are grappling with, what strategies they are using, and how their understanding is evolving. Importantly, cognitive writing does not replace traditional assessments; rather, it complements them by revealing the thinking and decision-making that often remain hidden behind a final answer.

Paul France—a national board-certified educator, author, and keynote speaker, whose focus is anchored in this work—observes, “If students are thinking, they can be writing. Writing is simply the visible form of thinking.”

This approach also reflects what research increasingly shows: When students write by hand, there is greater brain activity and deeper cognitive engagement. In an era when so much learning happens on screens, writing on paper offers students an authentic, developmentally meaningful way to build fluency, reflect, and make sense of their learning. As Mr. France notes, “Most of the writing we do as adults is cognitive writing—reading, thinking, responding. This work helps students practice that kind of thinking early and often.”

A defining feature of this initiative has been our partnership with Mr. France, who has worked directly with our teachers and students throughout the 2025–2026 school year. Through co-planning, classroom modeling, observation, and reflection, he has supported faculty and leadership in refining instructional practices around planning, assessment, and student thinking. While the work began with a focused pilot, it quickly expanded as teachers saw its relevance and impact.

In third grade, this partnership has helped teachers Samantha Heller and Pam Clasby reimagine how writing can deepen learning across disciplines, particularly in math. Rather than treating writing as a separate or supplemental activity, they have integrated “thinking journals” as a consistent space for students to articulate reasoning, reflect on challenges, and explain how they arrived at solutions. In math especially, the emphasis has shifted from simply finding the correct answer to explaining thinking, comparing strategies, and reflecting on the learning process. This approach has made student thinking more visible, allowing teachers to better understand not only what students know, but how they are making sense of mathematical concepts.

Mrs. Heller shares, “Using writing in math has changed how we see student understanding. When students explain their thinking, it helps us identify misconceptions we might never have noticed otherwise.”

Cognitive writing also supports meaningful differentiation without isolating students or assigning different tasks. All students engage with the same problem, but they approach it in different ways—using manipulatives, drawing models, writing explanations, or combining approaches. As Mr. France explains, this allows students to learn collectively while honoring individual readiness: “Everyone has an entry point. Students learn with, from, and through one another.” In one third-grade classroom, a student who struggled with multiplication used counting strategies to solve a problem and shared her method with classmates. Soon, others began using her approach—reinforcing both conceptual understanding and a powerful sense of belonging through learning.

This work also reflects a meaningful pedagogical shift in the role of the teacher. Rather than standing at the front of the room delivering information, teachers act as curators of learning experiences—observing, asking questions, providing tools, and guiding students toward discovery. “The teacher isn’t stepping back,” Mr. France notes. “They’re leaning in differently—using their knowledge of students to help them construct understanding on their own.” DDS echoes this shift: “Knowledge is everywhere. We can access infinite amounts of information at our fingertips. Our responsibility is helping students develop the skills, habits, and mindsets to synthesize, apply, and generalize what and how they are learning.”

Over time, these practices become routine. Students learn how to set up journal pages with intention, respond thoughtfully to prompts, and reflect meaningfully on their learning. By midyear, third-grade teachers have observed increased independence, stamina, and confidence, as students learn to sit with challenges, reread, and think before seeking help. When students struggle to explain their thinking in complete sentences, it often reveals conceptual misunderstandings rather than procedural errors—insights that allow teachers to adjust instruction in targeted ways. Ms. Clasby reflects, “We were excited to introduce the thinking journals, and it has been wonderful to see how naturally the students embraced this process. Their writing routines are now second nature. The third graders take genuine pride in their journaling and in sharing their thinking. We are super proud of their writing and efforts!”

A similar impact can be seen in the Upper School. For Jenna Rubin, fifth- and sixth-grade English teacher, working closely with Mr. France has been transformative—particularly in the development of her sixth-grade curriculum. Through coaching, co-planning, and reflection, she has reframed units around clear learning targets, intentional prompts, and student metacognition. 

As in third grade, journals have become a central practice in her classroom, serving as a consistent space for students to reflect, plan, and engage in cognitive writing. This approach has brought greater coherence and efficiency to classroom routines while also deepening student engagement. Over time, the consistency of the practice has helped them build confidence and fluency. Now, students often ask for additional time to journal in class, eager to continue and develop their thinking. As Ms. Rubin observes, “It’s been eye-opening to see how much students will rise to meet the expectations you set. The more they write, the more confident and willing they become—and that confidence carries into everything else we do.”

Parents, too, have begun to see the growth that comes from sustained cognitive writing. Recently, Ms. Rubin met with a parent who expressed great pride in her child’s growth—in writing as well as in confidence. These moments underscore the value of helping students build the habit of articulating their thinking. As students continue to strengthen their “thinking muscle,” they become better equipped to express understanding, engage in meaningful dialogue, and approach learning with confidence and independence.

Beyond its impact on student learning, our work with Mr. France this year has reshaped how we think about professional growth and development. Rather than relying on one-time workshops, faculty have engaged in sustained, embedded professional learning—rooted in classrooms, supported by ongoing feedback, and responsive to real instructional needs. Teachers have consistently shared that this approach has led to immediate and meaningful changes in practice. As Mrs. Heller notes, “This is the only professional development we’ve ever had that’s been this sustained and integrated. We’ve been taught, observed, and supported as we implement the work—and that makes all the difference.”

As this work continues, cognitive writing will remain a powerful throughline—connecting disciplines, deepening metacognition, and helping students develop the habits of mind they will carry forward. Just as important, it signals an ongoing commitment to growing our practice: learning alongside one another, inviting reflection, and making student thinking visible. As DDS reflects, “This work rounds out what we know about our students. It helps us see not just what they produce, but who they are becoming as learners.”