Young children are naturals at analysis and reasoning. Every time a preschooler asks questions, predicts, classifies, compares, or evaluates, they are practicing analysis and reasoning skills. We can promote these…
A new article examines the academic and emotional aspects of teaching mathematics. The lead author, Rebekah Berlin, answers our questions about the study.
What's the proper definition of an open-ended question? Can they be a statement? Can they start with the word 'what'? What else do observers need to look for?
As young children return to school, many have questions about what effective interactions look like when teachers and children are physically distanced.
Though we know that open-ended questions are a great coaching tool to prompt teacher reflection, it is important to be intentional the questions we ask.
Open-ended questions, brainstorming, integrations....how can you include more of these indicators in your lesson plans? This Concept Development plan will help.