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      <title>Let Go! by Caitlin</title>
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      <pubDate>2017-03-13 18:55:12 UTC</pubDate>
      <lastBuildDate>2017-03-18 14:29:04 UTC</lastBuildDate>
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         <title>Share a quote that resonated with you from the section entitled Let Go! on page 61 of our text.</title>
         <author>cbianchi</author>
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         <description><![CDATA[]]></description>
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         <pubDate>2017-03-13 18:58:44 UTC</pubDate>
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         <title>Students will look to you for approval of their results or ideas.  Avoid being the source of right and wrong.</title>
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         <link>https://padlet.com/cbianchi/ive21ixq7d3j/wish/159856865</link>
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         <pubDate>2017-03-14 01:03:30 UTC</pubDate>
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         <title>&quot;Is this like another task we have done&quot; &quot;Have you organized the information you have so far?&quot; &quot;What is it about the problem that is difficult?&quot; These questions help students because they support their thinking and help them focus on what is difficult, yet do not tell them how to solve the problem.</title>
         <author></author>
         <link>https://padlet.com/cbianchi/ive21ixq7d3j/wish/160114411</link>
         <description><![CDATA[<div>-Jenny Brown</div>]]></description>
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         <pubDate>2017-03-14 21:33:38 UTC</pubDate>
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         <title>...the correctness of an answer lies in the justification, not in the teacher&#39;s brain or answer key.</title>
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         <link>https://padlet.com/cbianchi/ive21ixq7d3j/wish/160141902</link>
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         <pubDate>2017-03-15 01:30:00 UTC</pubDate>
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         <title></title>
         <author></author>
         <link>https://padlet.com/cbianchi/ive21ixq7d3j/wish/160258182</link>
         <description><![CDATA[<div>"It is important to communicate to students that spending time on a task, trying different approaches, and consulting each other are important to learning and understanding mathematics."<br>- Tiffany Johnson </div>]]></description>
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         <pubDate>2017-03-15 14:19:25 UTC</pubDate>
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         <title>p. 61 Chap. 4 Students will look to you for approval of their results or ideas. Avoid being the source of right and wrong....respond by saying, &#39;How can you decide? or Why do you think that might be right?  or Can you check that somehow? or How can we tell if that makes sense?&quot;</title>
         <author></author>
         <link>https://padlet.com/cbianchi/ive21ixq7d3j/wish/160259241</link>
         <description><![CDATA[<div><br><br>Greg Mernick</div>]]></description>
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         <pubDate>2017-03-15 14:22:25 UTC</pubDate>
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         <title></title>
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         <link>https://padlet.com/cbianchi/ive21ixq7d3j/wish/160362318</link>
         <description><![CDATA[<div>"Once students understand what the problem is asking, it is time to LET GO."<br>~Meghan</div>]]></description>
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         <pubDate>2017-03-15 19:36:49 UTC</pubDate>
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         <title>“Asking ‘How can we tell is that makes sense?’ reminds students that the correctness of an answer lies in the justification, not in the teacher’s brain or answer key.”</title>
         <author></author>
         <link>https://padlet.com/cbianchi/ive21ixq7d3j/wish/160933601</link>
         <description><![CDATA[<div>- late submission from Katherine<br><br></div>]]></description>
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         <pubDate>2017-03-18 14:28:33 UTC</pubDate>
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