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?”
The idea of having fourth graders set their own course for working and learning is not widespread. It can be hard to find people who are trying the same thing in their classrooms- people who might be able to shed some light on my fumbling around. The lovely and talented Ann Marie Corgill, is doing this work in her fourth grade class in Alabama. She started it a month or so before we did, and inspired me to give it a go. With not much more than a hazy vision of what independence and self-determination would look like, we launched.