tag:blogger.com,1999:blog-7724394291330902141.post2297338492611046309..comments2024-02-17T21:40:24.532-07:00Comments on Carol's Corner: #cyberPD- DIY Literacy- Chapters 3 and 4Carolhttp://www.blogger.com/profile/13294455230627182656noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-7724394291330902141.post-34700421225763613292016-07-24T10:10:28.904-06:002016-07-24T10:10:28.904-06:00"Big and unformed." Describes my brain e..."Big and unformed." Describes my brain exactly. I'm TRYING to get my head around school stuff, but I also know that it's a little pointless until the kids walk in the room!Mary Leehttps://www.blogger.com/profile/09078793537148794310noreply@blogger.comtag:blogger.com,1999:blog-7724394291330902141.post-84215132632246354032016-07-23T07:15:37.920-06:002016-07-23T07:15:37.920-06:00You have made so many great points here! I like yo...You have made so many great points here! I like your idea of adding "if we really taught it, kids would be able to do it" to emails (at the very least it needs to be visible, right?!) I am frustrated when I hear a colleague complain about how students can't do this or that when they did this or that. If my students aren't doing something, I try to consider what I did or what I did not do effectively enough. Why are many so quick to blame students or make excuses? Especially with teaching tools like these as options? If students didn't learn it, we haven't found the way to make it stick.<br />I think this also connects to your point about looking for evidence of your teaching. While we look for evidence of learning and mastery, this too should be important. Sometimes those smaller steps (or evidence of our teaching) can be so insightful!<br />Great points!Mrs.HWeberhttps://www.blogger.com/profile/06723974240853644960noreply@blogger.com