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I noticed that the teacher was able to get the students to understand the information pretty well. She got them to demonstrate their understanding when they used the blue cards to identify the things versus the ideas, when they started thinking about abstract ideas during the lima beans story, and when they linked the story about braces to friendship.

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I liked how she began the lesson with a box. Then asked the students to help her figure out what was in the box. This was a great way to start critical thinking. She then began to pull things out and asked them to help figure out what it could mean. Then she had words showing them the difference in concrete vs abstract or things vs ideas. By the time she read the books the kids began to put together the connection of the lima beans to being yourself and braces to friendship.

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I love that she kind of took thinking outside the box, and actually but the stuff in the box. It not only was very creative, but it made the kids want to know what was in the box. It was almost like an ice breaker but for learning. I think no matter what the age to make something creative is to help the brain work in ways never possible before! 

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I love that she kind of took thinking outside the box, and actually but the stuff in the box. It not only was very creative, but it made the kids want to know what was in the box. It was almost like an ice breaker but for learning. I think no matter what the age to make something creative is to help the brain work in ways never possible before! 

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I noticed that she collaborated with the students. It wasn't just the teacher up there with the Charlie Brown blah blah, but it was actual input from the students. I think using students in that way increases their problem solving skills, and develops them into being collaborative learners, as well as the teachers to be collaborative professionals. 

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I noticed that she collaborated with the students. It wasn't just the teacher up there with the Charlie Brown blah blah, but it was actual input from the students. I think using students in that way increases their problem solving skills, and develops them into being collaborative learners, as well as the teachers to be collaborative professionals. 

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I like that she used the mystery of the box at the beginning to draw the students in. By pulling different hands-on activities from the box then linking it to the concept and then back to the hands-on learning kept the students from losing interest. 

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I like that she used the mystery of the box at the beginning to draw the students in. By pulling different hands-on activities from the box then linking it to the concept and then back to the hands-on learning kept the students from losing interest. 

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I liked how she made the kids think on their own. She read the graphic novel over and over until they understood. Making the students think hard and not simply giving them the answers allowed for a deeper understanding of the material.

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The teacher in the video collaborated with the students throughout the entire class. She challenged them by never giving the answer before the kids could think about it, and also allowed the kids to work with her until the very end of the class to understand how the braces at the beginning of the video related to the idea of friendship.

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I saw that at the beginning of the video the children had trouble with the idea of feelings or concepts verses a tangable or physical feeling. However, at the end, the student answered right off that "power" cannot be physically touched, but it is a feeling. This shows that the kids were able to pick up on the ideas in a better way than when the class had just started.

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The teacher was very creative in that she uses a variety of ways to teach one lesson. She wanted them to grasp the difference between connecting the actual object to a word and an idea or feeling to the same word. She first taught them as a group and they voiced their thoughts about the subject, then individually they had to write their own. She also incorporated a book. I think it worked really well.

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The teacher was very creative in that she uses a variety of ways to teach one lesson. She wanted them to grasp the difference between connecting the actual object to a word and an idea or feeling to the same word. She first taught them as a group and they voiced their thoughts about the subject, then individually they had to write their own. She also incorporated a book. I think it worked really well.

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I love that she made the students think for themselves. It's so hard to let someone younger then you to try to get something on their own when you understand it so easily. She showed how students could think and get things in different parts of the lesson. Like how some got it with the blue papers but some got it better with the book. 

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I love that she made the students think for themselves. It's so hard to let someone younger then you to try to get something on their own when you understand it so easily. She showed how students could think and get things in different parts of the lesson. Like how some got it with the blue papers but some got it better with the book. 

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Ms. Wessing's entire lesson incorporated critical thinking. She was continuously challenging the students, beginning with her box of clues. This enabled the students to open their minds to new ideas and think about possibilities that had not been considered. She always gave students "wait time" so they could have the time needed to process her questions and come up with their ideas for an answer.

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The teacher encouraged the students to use their critical thinking skills instead of giving them the answers. She incorporated questions into her lesson that allowed the students to use critical thinking such as "What do you think is in this Box?" or "What do the lima beans and braces mean?". I think this was a great example of how to teach critical thinking to younger children.

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The teacher was creative in using the mystery box to get students into an inquisitive and curious state of mind. It encouraged them to ask questions.

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The teacher was creative in using the mystery box to get students into an inquisitive and curious state of mind. It encouraged them to ask questions.

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I think that beginning with having the students guess why certain things were in the box and try to make connections was a great way to get them to start critically thinking. Also her allowing appropriate wait time for the students to formulate their ideas encouraged critical thinking.

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I think that beginning with having the students guess why certain things were in the box and try to make connections was a great way to get them to start critically thinking. Also her allowing appropriate wait time for the students to formulate their ideas encouraged critical thinking.

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Reading the book about the lima beans and having the class figure out together the significance of the beans  was a great way to include collaborative problem solving 

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Reading the book about the lima beans and having the class figure out together the significance of the beans  was a great way to include collaborative problem solving 