How recess supports academic, social-emotional, development
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Dec 19, 2010
*Although I don't like the big hook either (think toga), I have been guilty of inserting something that becomes the memory. I was teaching writing in a friend's room and showing how to develop a personal narrative by telling the events of my morning--and all the kids heard (and remembered) was that I get to school at 6:15 am. I also like his implication that the drama of a lesson ought to be in the middle.
*I lovelovelove the conflict idea. I've said many times that I'm a terrible history teacher. Here's my chance! I need to rethink our lessons, structuring them around conflict.
*I'm glad he separates out mnemonics--there is a time we just need to memorize.
*The only place I seem to be on the right track is with literacy. It is in reading and writing that I'm pretty good about making ("You remember what you think about."...See More
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dc
That's cool, Judy. I'm glad he replied. I read the reply to my husband and he said, "Yup! Content DOES matter!" (He says that because his principals are always trying to shuffle them around from one content area to another, with the thinking that as long as you are a good teacher, it doesn't matter what subject you teach. He strongly disagrees. It ...See More
dc
I just finished reading Ch. 4 yesterday, Judy, and I know j.e. is done and whooshed past us, so as soon as you're done reading it, let us know and we'll discuss it! I wrote some notes down.....and thought a LOT about Jan's helpful emails about transfer as I was reading chapter 4!
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