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Laura Sienkiewicz (not verified)

This is definitely something

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This is definitely something to keep in mind. Thank you for reminding me not to assume that my students know about something or do not know about something. I have ran into a similar situations with my classes regarding technology. Students really do seem to be quite knowledgable with most internet based activities!

Genny Sterling (not verified)

During state testing, a teacher

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During state testing, a teacher asked if after the test students would be able to view a film. The school administrator told the entire teaching staff that all students would be given books to read after they completed the test and that there would be no exceptions. After three days of testing and reading chapter books, one of the students told the above-referenced teacher that was the first time he had ever read a chapter book from cover to cover and LOVED the book. The teacher was insulted and stated, "I have been trying to get him to read all year and THIS is the way he learned to love reading!"
Jim Moulton (not verified)

Genny - How sad the

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Genny - How sad the teacher was insulted and not ecstatic. The assumption proved wrong is that, "...kids learn what we want them to learn, where we want them to learn it, and when we want them to learn it." Turns out unexpected sparks kindle fires at unexpected times and in unexpected places, eh? ;-} Thanks for sharing. Jim
Bonnie Bracey( Sutton) (not verified)

I had an aha moment using

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I had an aha moment using owl pellets in a science classroom. A child no one paid much attention to articulated a complete skeleton of a bird in perfection. I wasn't sure what skills this demonstrated except unusual attention to detail, but I was able to learn that many of the ways we test kids leave out some other skills. Later this child, asked to draw a picture of a place he liked on a field trip, filled in areas of specific difficulty, as we had visited the Smithsonian Naturalist Center. I never thought of the career of medical illustrating or geography or other jobs .. I never really considered providing experiences that would allow a student to utilize visualization and modeling, or demonstrate particular attention to detail using non linear materials, such as articulating a rabbit skeleton, or creating models .. but I learned from this child. Once I had a project with Shakespeare as a goal, and we decided to invent our own castles, so children brought in various models. One child asked if I could go to this home to see his work as it was very complicated.. and so I went. I found out that this child was interested in model making and that his whole basement was full of projects, of various types including mockups of various space vehicles. The family didn't have a lot of money, but they sacrificed to get his these model pieces, some were from a kit, but others were using found objects. The best I could do was to refer him to resources at NASA, showcase his work at a NASA event, and to introduce him to robotics. Again, this was not a child that anyone singled out for any special reason. He was so gifted at creating models of all types. ( on his own or with kits). There are ways in which children learn that we find for particular reasons. I was introducing him to a special book on castles , when I learned of his work and his skills.
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Jim Moulton Technology Integration and Project-Based Learning Consultant