By Jenna Laib
My sixth graders are weary of pre-assessments.
No matter how many times we discuss the goal of a pre-assessment–for me to learn more about their current strategies and understandings, so that I can design learning experiences that fit them better–all of them seem to want to impress me with perceived “perfection.” (As flattering as this is, they are missing the point.) Continue reading “The Intersection of Fraction Talks and Clothesline Math: Formative Assessment and the 5 Practices”
People use routines for all kinds of things. Routines give structure to time and interactions. People like structure. When a child comes home from school, there might be a routine. She expects a snack, homework time, play time, dinner, some television, a bath, pajamas, a book, and to get tucked into bed. She might have responsibilities, like setting the table for dinner, and engage in predictable dialog along the way, like sharing something that happened at school. She might expect her father to sing her a song. (Over and over and over again, in the case of my daughters—Bill.) The routine makes her comfortable and makes necessary chores go smoothly.