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Weekly time/routine for students to think about, articulate, and investigate a self-generated challenge, problem, question, or puzzle.

Weekly time/routine for students to think about, articulate, and investigate a self-generated challenge, problem, question, or puzzle.

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Darcy commented on Tackle Time

I'm wondering about the feasibility of setting aside school hall/wall space for teacher or student curated "idea walls" where students from every grade level can contribute questions to investigate or experiments to try. "Got Goals?" wall space would be great too: Students post their goals and have space to celebrate their accomplishments.

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Darcy commented on Tackle Time

I observed that my third grade students engaged in creative problem-solving with increasing ease when offered consistent opportunities to reflect on their learning/goals/school experiences. I participated as well, and vulnerably at times, to ease them into more freely expressing perplexity or uncertainty. I practiced 2 year-long reflective and meta-cognitive routines with my students: A 'Got Goals?' log, and a Daily Reflective Learning Journal. 'Got Goals?' was done on the first day of each month. My students and I set 7 goals for different life areas, for example, 'career,' 'physical fitness,' and 'character.' Each month we'd revisit the prior goals and revise as necessary. The goals were a mix of short and long term, and they were shared with peers and family. We brainstormed together how to accomplish the goals. We used the 'Daily Reflective Learning Journal' twice daily: At the end of the day to list the day's general lesson topics/events of note, drawing an "emoticon" for each entry. The next morning, students would spend 5-10 minutes detailing what they remembered about their learning or activities, lingering questions, or any other feedback salient in their minds. As with 'Got Goals,' we'd problem solve as needed. My students sat in table groups, so sharing out with peers was a norm of my classroom culture. At the end of the year my students had a binder of all their learning and goals and they took tremendous pride in that personal record of growth.