Chapter 2
Do we know where we are going when we start a school year? Do we know where our students are? I like the Cat in the hat scenario that introduces this chapter.
We are all schooled in objectives for our class but the challenge of creating these objectives to see if our students have achieved them is huge. The Principle about driving from NY to California is good. It requires planning just as our classrooms do. Planning is the key in our personal lives as well as our professional. Is this what makes the great ones great?
Unpacking our standards to detremine if they are content goals or procedural is helpful for the students. There is much cause for confusion here because of the overlap.Try This-page 61-Interesting in looking for the verbsused
Concrete learning goals are determined by how we measure it. How do students master it? Good point on page 63 about how we set learning targets. Maximum instaed of minimum. The scenario of jumping over a string two feet high for students is great because can easily master while others never will.
Yes, but.... PAGE 66- teaching to the final test- Is this where we are today?
Yes, but..... PAGE 67- Asessments are so important
Yes, but......PAGE 70- Matching activities to goals
Try This-page 73- I think all of this is relevant to great teaching
Finally, how well do we communicate learning goals to all involved, our students and our parents?

Chapter 1 pages 43-53
1. The four factors that influence student choice in spending their currency is great. Students must believe that in return for spending their currency, they are getting something of value.
2. Try this (pg 44) - Do we take the time to show students there are multiple ways to solve problems? Do we listen to sincerely listen to students about their lives away from school?
3. The student ownership of Dannette's classroom reminds me of Deborah Allen. I am sure you heard the chants of " Eat it, Eat it", coming out of Teresa Oakley's room as TA and DA cooked the worms and ate them in front of the class. It is so important dor students to bond collectively with their peers, but also with their teacher.
4. Try This (pg 47) - How do we engage students in our classes?
5. How can we reward students in the manner of Ms. Bledsoe with the peanut butter sandwich? It is not the sandwich itself that matters, but that she took the time to make it for Jesse.
6. Try this (pg 51)- Do the rewards and rules that we currently have in place in our classes consistent with our students' values?
7. Principle in Action- How did Chris truly engage her students by teaching them the numerous ways to solve a problem?
8. Getting Started-It is important to gauge the connection between students' currencies and their initiative to spend it in our class

Hope everyone is doing well. Summer is getting by and I am trying to finish up much business before taking a break the last week of July. We have had much activity tha last week and getting many calls about the beginning of school and new students. Let me kniow if you have any questions about anything coming up. We are starting the process of schedules and will be working on that the rest of the summer