Category Archives: Learning is About Wondering, Questioning and Problem Solving

Gosling Glen and Duckling Dell: Street signs that make us think

Driving through Amherst, Nova Scotia, I saw this street intriguing sign. The elementary school teacher in me was intrigued. For the rest of my drive, I thought about how to use this image as an anchor for a project that … Continue reading

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Close Looking: An “After the Storm” Beach Alphabet

At Beyond the Apple, we’re always looking for an interesting image or piece of text to create an engaging anchor for a lesson. Who knew we’d find our next image on a Nova Scotia beach after a mid-summer Nor’easter? After … Continue reading

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Close Looking: Using logos to develop critical thinking

You may know about close reading as a “thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc.” (nieonline.com) But have you … Continue reading

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Close Looking: What is this?

Spotted on the door of a classroom: When students enter this classroom, a “Wondering Prompt” such as an image, soundscape, or object invites them to look closely, listen closely, or read closely. Students begin each day with a mindset focused … Continue reading

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What Does Problem Solving Look Like?

We can learn a lot by taking a close look at problem solving in action – particularly when the problem solver is very young and the challenge is just difficult enough to encourage them to build on what they know. … Continue reading

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Close Looking: Lots and lots of angles

Share this image with your students image and ponder the thinking questions below. What is it? (If you’re not sure, search for “transformer towers”) How many different shapes can you see? How many different angles can you see? When does … Continue reading

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The Gradual Release of Responsibility: Canadian Style!

The gradual release of responsibility model requires an instructional shift from the teacher shift from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2002, p. 211).” … Continue reading

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