My favorite picture book is Flotsam by David Wiesner. It is a wordless picture book about a boy who finds a camera on the beach. He develops the pictures inside and discovers new worlds beyond his imagination. Every class I have ever shown it to has loved it. It leads to wonderfully imaginative discussions and so many questions. The other day we were working on asking imaginative questions and I used this book as a starting point for a writing activity. As I went through the book and the kids read it (or looked at it, but experienced it is probably the better description) I had them writing down every question that came to their head. At the end of the book, we had about a hundred questions so we began sharing them and discussing what questions would lead to new and interesting stories, and why. What about those questions were richer than the other questions? We concluded that the really rich questions led us to a background story that we didn't have, or that the book did
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George Polya was a Hungarian mathematician who penned a book titled How to Get it . In that book, we comes up with a four-step guide to mathematical problem solving Understand the problem . Make a plan . Carry out the plan . Look back on your work. I am going to try and adopt this to a grade 5/6 class, with level friendly language to help guide them through the process. Here is what I have so far; I hope start doing a weekly Problem Solving class, where we work through the steps and train ourselves to think like problem solvers. I would love some feedback. What do you think? Is there anything wrong with what I have up there? Anything I should add? Anything that is unclear? Put your thinking hats on and deconstruct it.
I originally wrote this for the IB's request for feedback on their upcoming program review. However, they are only looking for 350 word responses. Oh well. UPDATE : I have been informed there is an email address where longer responses can be sent. email@example.com Here is the whole thing. Please leave comments and thoughts. Am I the only one who feels like this about the planner? I would like to see it grow and evolve in new directions, so please share ideas. My main interest in reviewing the planner is how we can make it more dynamic in its support of teaching and learning (I would also add knowing in there as well). At the present moment, I feel that the planner is more extra work than it is reflective tool . It also leads itself open to creating a plan for the next teacher or the next year, which is against the principles of inquiry learning. Inquiry learning should be driven by the learners questions. In my own practice, I do not find the planner to be a living