How Do You Know?
If I had a dime for every time I’ve asked my students “How Do You Know?”, I would have an awfully large pile of dimes! How do I know? Because I am asking that question all the time!
Third graders are quickly learning that Mrs. Brooks rarely cares what the “answer” is, because she would much rather find out how students KNOW that answer. What seems like such a simple question on the surface reveals student thinking in surprising ways.
For example – our Every Day Counts calendar lessons give us lots of opportunities to answer the question of how we “know”. If today’s date is October 14th, what will next Monday’s date be? While most students can tell me the date will be October 21, I am always more interested to know “how they know”. I love hearing their strategies, as they are as varied as the children themselves.
Another example might be in reading. In the story for Alexander, Who Used to be Rich Last Sunday, the students are asked if they think Alexander’s older brothers are fair to him. While all students say “no” to answer that question, it is the textual evidence they provide that shows “how they know”.
You will start to see some work coming home with my handwriting somewhere in the margin – asking the question “How Do You Know?”. If you see it (or even if you don’t!) feel free to ask your child to support his or her answer with evidence and reasoning. Ultimately, I want our children to look inward for answers – not look for answers from me as their teacher.
Thank you to those who are willing to chaperone on our Plimoth Plantation trip. Please be sure to send in $5 per student and $18 per adult attending.
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If you have any plastic lids (like butter or sour cream), please send them in