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What are your thoughts about the role of mimicking in the classroom and its relationship to learning?

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"In all, I was in 40 different classrooms in 40 different schools. And everywhere I went I saw the same thing - students not thinking..."

What does student thinking look and sound like in a math classroom?

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When previewing the 14 practices in chapter 15, which of the practices intrigue you? Why?

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Pg. 287 I know that this book is aimed at students in public education, but are there any predicted barriers or benefits for students that have gone through this type of teaching and going to college? They mention grading based on data, not points. But most colleges are going to be points.

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Page 287 talks about toolkit #4 which focuses on assessment. While building up this last toolkit, should one continue assessing/grading the same way or something else?

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Page 287 talks about toolkit #4 which focuses on assessment. While building up this last toolkit, should one continue assessing/grading the same way or something else?

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"Changes to the classroom routine are radical enough that they overwhelm the system's ability to defend itself, and as a result, the students allow themselves to change." ...Curious about students defending a status quo that few of them like. Eric, are you experiencing that?

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How can an observer distinguish between these?

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Is there any mention in the book how this might be accepted or rejected by students of different cultures?

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What would happen if we removed furniture in our classrooms here at RHS?

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Are there any teachers at other schools doing this in our area or district? What have they seen and/or experienced

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What is that?

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Is there a relationships between student behaviors and placement on the plane of engagement? (Which comes first, student thinking or student shifts on the plane?)

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How often do we implement using Vertical Non Permanent Surfaces in our classroom? Would it lose it's appeal if we did it too often?

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"Although many students rail against the groups they find themselves in on Day 1, at the three-week point this resistance is usually completely gone, and they are open to working with anyone they are placed with."

Eric - What has your experience been like with student willingness to work in random groups?

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In this chapter, it was shown that students perform better on scripted curricular tasks if they have first experienced three to five classes of working on highly engaging non-curricular tasks. "You have to go slow to go fast."

How do you feel about giving up this time? What are the barriers for you to do this? What do you stand to gain? What do you stand to lose?

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"Hold groups responsible for the learning of every member of the group."

What are ways we might facilitate this type of group dynamics?

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Great question! I wonder what Ally's experience is with using VNPS. I wonder what Liljedahl would say.

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The importance of VISIBLY random groups

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"When I ask students what homework is for, they tell me that it is for marks. When I ask them who homework is for, they tell me it is for the teacher. And when I ask them why their teacher gives them homework, they tell me it is for practice."

How would RHS students answer this question?

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"Not marking homework had a positive effect on how many students did their homework."

In my classroom, I checked for completion but did not grade homework. Instead students would discuss their stuck points and work together to come to agreements on solutions. While the student conversations were meaningful, I usually had several students who did not complete the homework though.

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Thoughts on the idea of "rebranding" homework to "check-your-understanding questions?"

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In regards to homework...

"In fact, there can be no overt actions on the part of the teacher to enforce that the questions are boing done - either positively or punitively. Any efforts to do so were met with an immediate and almost complete transition back toward these questions being done for the teachers."

This is interesting. I wouldn't have expected this.

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"Another change in practice was that answers needed to be provided at the same time as the questions were given."

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I've seen CYU questions written as mild, medium, and spicy where students choose which questions they want to solve.

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What are some of the challenges you anticipate you will experience in implementing the strategies suggested in this chapter? What are some of the ways to overcome these?

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"...these practices are meant to be thought of as a framework much more than an overly prescriptive set of pedagogical moves that must be adhered to."

I appreciate this quote. I think it's important that we incorporate the practices in a way that works for us.

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"In short, rather than being the source of knowledge in the room, teachers were working to mobilize the knowledge in the room. In short, they were being deliberately less helpful."

In what ways might we promote passive and active interaction between groups?

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I heard Peter talk about when groups had different answers. Say, at least one of these is correct. See if you can find out which one. Then walk away.

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Love this quote! "Don't say or show anything another group could."