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I love chalk talks- I wish I used them more!  It is so revealing as to what the kids brains tell them on a topic, which then gives us good insight to where to go from here

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I love chalk talks- I wish I used them more!  It is so revealing as to what the kids brains tell them on a topic, which then gives us good insight to where to go from here

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I definitely think we're proactive--especially since last year. Utilizing tools (like the TEKs flipbook), helps me to keep in mind how students' thinking may be misconstrued or may need to be redirected.

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Think ahead to determine a possible extension for students to research or debate- it reminds me of that saying 'if a teacher told you, you didn't learn anything.  It's about the exploration that is truly the magic of learning' or something like that

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Students won't grow in the right direction

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Students won't grow in the right direction

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Their misconceptions typically root from years or months worth of thinking in a particular way.  In order to change that thinking, it will require dedication and work, but if we do not, they will continue moving up, but their brains aren't moving out.  They're 'stuck'

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Proactive: We look at the misconceptions and plan accordingly.

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Students will build on misconceptions with further misconceptions. It become a snowball effect.

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If we can think what misconceptions might impact student learning ahead of time we could prevent further misconceptions and clear up ones they currently hold.

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It takes sooooo much longer to correct a misconception than for someone to learn it correctly the first time. If we don't address those misconceptions, then this effect multiplies exponentially as new knowledge is "built" on incorrect thoughts.

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A bit of both. We do address them ahead of time, but we also use them to help plan reteaching.

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I like the idea of having student research a misconception so they have ownership of their learning.

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Both. We do well planning for addressing common misconceptions or ones we have previously seen, especially the year before. However, we don't allow enough time for conversation for students to tell us what they already "know"

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Students will never master learning targets.

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I think this is where we can prevent intervention by being sure we address misconceptions and be sure we do not create them.

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I think it depends on the teacher. Some are proactive and are sure to look at the ifd beforehand to be sure they do not create them and address them if needed. Some do not take the time to do this and do not dive into the tek enough.