强奸视频

Last month, 强奸视频 continued with the second iteration of our successful online book club, as members were invited to read .

Each week during July, the two authors exploring key ideas and takeaways from the book. The result was an engaging discussion between the authors and members, complete with real-life classroom examples and ideas on how to encourage children to think deeply.

Here are a few on HELLO:

Inspiring Higher-Level Thinking in Children

To begin the discussion, Janis (NJ) asked members if the introduction section of the book had inspired anyone to try new questions with children. Cheryl (TX) responded by saying how thrilled she was when the book landed on her desk. She added, 鈥淚 found the charts to be a great visual tool for me and I am beginning to create similar charts with our own questions for our programs.鈥� Sherrie (CA) jumped in by saying that she loved the reminder to start questions with 鈥淚 wonder鈥� or 鈥淲hat do you notice,鈥� and that it was a practice she adapted in her own classroom. Sherrie also noted how, after reading the introduction, she was inspired to post sample questions in the various rooms of her classroom, such as 鈥淗ow did you get that idea?鈥� in the block area and 鈥淗ow does this piece of writing make you feel?鈥� in the writing area. Lisa (NJ) thanked Sherrie for her examples and expanded on them by saying, 鈥淣ot only is the children鈥檚 thinking extended, but our connection with individual children deepens when they see how genuinely interested we are in their work.鈥�

Supporting Higher-Level Thinking for Alternative Learners

Makaila (TX) asked the book club to help her with a problem. After introducing the concepts of Big Questions to her coteacher, the coteacher responded by saying she did not believe all children were capable of higher-order thinking. Makaila does believe all children are capable of higher-order thinking and wanted advice on how to support coworkers on accepting the differing abilities of young children and including them in richer 鈥渃onversations.鈥� Betty (CA) weighed in with the example of Reggio Emilia and how 鈥渟pecial rights鈥� children work alongside all the children in the class at their level of development. She said that 鈥渁sking big questions gives these early learners the opportunity to build synapses and self-confidence.鈥� Pamela (NJ) agreed with Makaila and responded by saying, 鈥淵our assistant is not the only one who believes this about children with disabilities. In many situations, it is not the disability that is the problem鈥攊t is because children with disabilities have not been given the same opportunities or experiences as their typically developing peers to draw upon to develop these skills.鈥� She finished by saying that often times you simply need to give students with disabilities the听opportunities to practice and develop those skills.

The conversation continued with members discussing challenges that educators face while asking young children high-level questions, as well as ideas on how to turn closed-ended questions into open-ended ones.
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Although is over, the discussion online never truly ends. Has inspired ideas in your own classroom? Or maybe you haven鈥檛 read the book yet but are interested in applying it in your classroom. Whatever your interest, we want to hear your thoughts and experiences! Log on to today to get started.