Tag Archives: TpT

Responding to “I don’t know”

“I don’t know.” It’s a common response from students, particularly on those days when I make a point of calling on students who are avoiding eye contact and trying to hide behind someone. And I will start by saying this: … Continue reading

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Instead of “I don’t know”

Okay, the title is a ruse. Children say, “I don’t know.” You can’t stop them. It’s a go-to response, it’s natural, and it’s fine. But what we want is for students to not stop there. “So you don’t know (or … Continue reading

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Composing with Body Percussion

It’s a frustrating thing the day you realize that your Grade 4 students are still confusing beat and rhythm, and that they don’t read rhythms quite as well as you imagined they should. I dare say—and feel free to challenge … Continue reading

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Getting started with (or checking in on) inquiry

When I first started working with PYP, I was beyond overwhelmed. I came with a lot of knowledge and ideas, and now I had to do everything a whole new way. I didn’t need convincing; obviously it was a great … Continue reading

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Exit Slips as Formative Assessment

Well, I officially went back into school today to start getting ready for the upcoming school year. I’m just starting to get my head around my long-term view of what I’ll be teaching, but I have spent some time over … Continue reading

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It’s Just Around the Corner…

I know we may not be ready to think about it, but none of us can hide from all those Back to School sales. Are you thinking about how to get the year started yet? (Okay, I’ll confess that I’m … Continue reading

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Assessment for/as/of Learning

Assessment is a big part of teaching. Without assessment, we don’t know what to teach (at least, we shouldn’t). We must constantly monitor and adjust our teaching to keep learning on track. Formative assessment and teaching are directly linked; neither … Continue reading

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Feedback, Not Tests

In the culture of standardized testing, it’s difficult to escape into meaningful assessment—usually because of lack of time, not lack of desire. But as we think about assessing, we need to remember that it is central to our teaching and … Continue reading

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The Listening Walk, Part II: Making Sounds into Music

Following our inquiry into environmental sounds (inspired by Paul Showers’ The Listening Walk), we explored how that might translate into music. Sitting together as a class, a few students shared some of the sounds they had drawn/written in their journals, … Continue reading

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The Listening Walk, Part I: Exploring Sounds Around Us

My Kindergarten classes have been exploring sounds, and an unexpected discussion led us in an interesting direction: How do the sounds in our environment inspire us as musicians? Cue The Listening Walk by Paul Showers, illustrated by the fantastic Aliki. … Continue reading

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