I usually don't lean toward "negative" or reverse thinking like this, but the 12 points are thought-provoking and good for individual reflection. Go ahead, ask yourself the hard questions about your classroom. We are an independent Lower School. We have the freedom. Are you making the most of it?

When I read this post, at first I thought,"Is that it?" Then, I realized something ... I had to think, apply and construct my own meaning and connections. I wonder if that was the intent. If so, it's very clever.

...makes me think of Kathleen's third grade colonial artifacts project. In this article, check out the learner-generated questions. I like that the activity revolves around three basic steps. Observe -- Think -- Question.

Scroll down to the second image. I like the way the apps are arranged to interface with the phases of inquiry from the teacher's and student's points of view.

Check out the great, simple graphic outlining the inquiry process . It presents clear steps of a true inquiry-based project.

This is a great starting point to help frame your project ideas around a question or problem.

I don't teach Science, but these look interesting to me. Science trivia?

This article presents a broader picture of coding that includes computational thinking (CT) especially at the elementary level. It is helping me as I am constructing my own understanding of coding , CT and their applicability.

How did the articles shed light on your understanding of student choice in your classroom? Share how you have incorporated or will incorporate choice in your classroom. Does your use of student choice fit with the descriptions in the articles? How can choice be most effective for YOUR students?

Have you been more conscious about choice since we discussed it at our last TLT? Have you tried to implement choice in either bold or subtle ways? Anything to share at our next TLT meeting? Mark created a cool choice grid that many of us can adapt to our own needs. I've asked him to share it with us.

I like that this article is specific to Pre-K children. It's simple and straight-forward. It makes sense.

Thanks for sharing, Kathy. I'd love to hear if there is a line or idea from the article that hits home with anyone else. I think the picture at the beginning defines "best practice" for appropriate use of technology with Pre-Schoolers. One of the links made me think about our responsibility to educate parents about appropriate use of technology outside of school. The iPad and iPhone seem to be equivalent to the television in the1950's.

So true, Dolly. It's great for children to learn how they can research or "look things up" if they can't figure something out for themselves. If you think about it, Google helps us all to become more independent learners. So, all the more need for collaboration, deep thinking and application of knowledge in the classroom.

Responsive Classroom article ... What makes Academic Choice different from the daily choices children make in the classroom?

Reflections on the Common Core in Math...

Two ways of looking at it. Research from the field ...

This article speaks to me about EQ's. Do you feel the same?

Interesting thoughts toward the end... Not so sure about the EQ's in the article. What do you think?

Grant Wiggins is considered the guru of Essential Questions. Does this article confuse or clarify?

This is not surprising, but it's great to have the research.