“Is it called the mock test because you are mocking us?” joked Hugo, one of my fourth grade charges on the day of the faux test.
“That’s a great question. How can we find out more about that,” came one of my usual responses to great questions. About 74 minutes later the mood wasn’t so jolly. Continue reading
Melissa, my math coteacher and sometimes partner in executing the Learning Plan, came in and told us about a field day she had helped organize at her school last year. There were a lot of kids, and groups of them all wanted to have their lunches in different parts of the park. Without time to really think very hard, she had to divide up the sandwiches among the groups. She did the best she could, but some of the kids came and complained afterward that the allocations hadn’t been fair. We asked our kids, “Were they right? Did Melissa mess up?” Continue reading
My students enjoy talking about their ideas about books, about their writing, about new content we’ve been studying in Social Studies, and about math concepts. They question one another and listen to each other’s thoughts and strategies.
So why do the words, “Show your thinking,” instill dread and angst?
A wise staff developer once told me, “When we have questions about practice, it always comes back to purpose. What’s your purpose?”