https://padlet.com/holts3/ec6tzyrgfk2h Made with fortitude en-us 2016-11-09 20:40:41 UTC 2016-11-28 21:51:06 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png holts3 https://padlet.com/holts3/ec6tzyrgfk2h/wish/136570577


]]> 2016-11-09 20:46:15 UTC https://padlet.com/holts3/ec6tzyrgfk2h/wish/136570577 holts3 https://padlet.com/holts3/ec6tzyrgfk2h/wish/136571247 I am very curious about the section where Wood discusses various age levels being grouped together in a classroom due to common skills needed as opposed to all students of the same age in a class together regardless of their academic levels.  Although it may make it easier for teachers to pinpoint lagging skills, I wonder how the students work together in the classroom! ]]> 2016-11-09 20:49:16 UTC https://padlet.com/holts3/ec6tzyrgfk2h/wish/136571247 holts3 https://padlet.com/holts3/ec6tzyrgfk2h/wish/136572523 I was surprised to read about the information on retaining students and how it does not benefit them.  While this option should of course be a last resort, I often wonder if it is beneficial in certain cases.  Occasionally, I have seen students move on to the next grade level who have not even been able to stay afloat in the grade they just completed.  In these cases I worry about students who are pushed on and immersed in yet more difficult work and social situations that they are not ready for.  ]]> 2016-11-09 20:54:24 UTC https://padlet.com/holts3/ec6tzyrgfk2h/wish/136572523 holts3 https://padlet.com/holts3/ec6tzyrgfk2h/wish/140345642

On page 75 I coded * because they mention the need for six year olds to chew on nearly everything due to the tooth eruption phase!  I have noticed that my incoming second grader are constantly chewing on clothing, pencils, erasers, paper...anything they can get their hands on! It now makes sense to me because many of them come to me at six years old.  I see this happen frequently with most of my students until about February when it dies down.  Interesting!]]> 2016-11-28 21:20:00 UTC https://padlet.com/holts3/ec6tzyrgfk2h/wish/140345642 holts3 https://padlet.com/holts3/ec6tzyrgfk2h/wish/140346336 I also coded T-S on page 98 when they talked about how important it is for eight year olds to see their progress in order to stay motivated at school.  I plan to make a larger deal out of comparing student sloppy copies to their fantastic final copy especially in writing which can be particularly unmotivating for the boys in my class.  The book even talks about displaying drafts around the classroom so students are frequently reminded of where they started and where they end up. I notice that many of my students are caught on mistakes and often relate to the "I'm bored" comments when a task is too difficult.  Things must have a purpose and must be incremental in difficulty for them.  I must remember not to present too much too fast for them.  ]]> 2016-11-28 21:23:21 UTC https://padlet.com/holts3/ec6tzyrgfk2h/wish/140346336 holts3 https://padlet.com/holts3/ec6tzyrgfk2h/wish/140350619 Something I noticed and coded * was the change in work styles from eight year olds to nine year olds.  I learned that I must prepare my seven year olds for appropriately working in groups because they thrive on this type of learning as well as eight year olds do.  But I found it interesting that nine year olds feel differently.  They start to form cliques and prefer only to work in partners, otherwise most of their time is spent arguing in a group.  I now know I must incorporate group work frequently and teach these work skills while my students are still interested in this style learning!]]> 2016-11-28 21:45:06 UTC https://padlet.com/holts3/ec6tzyrgfk2h/wish/140350619