Okay, it’s a bit corny, I suppose. But I’ve found frames matter, and sometimes, it’s the corny frames that work; it’s the corny frames that they remember. In a recent round of the feedback/response process, I discovered that my kiddos needed to take their theme statements a little farther down the road, so I came up with a vehicle to get them there: a tricycle.
Yes, it’s a little corny, but the kids were receptive to the idea, and it provides an anchor for our work. The kids will know what I am talking about when I say, “I think you need to hop on the trike, kiddo.”
And that’s the post. Busy day ahead for me. Thought I’d share something a bit more practical from the 180 Classroom.
Happy Wednesday, all.
Do. Reflect. Do Better.
I love anything “corny,” but this actually makes sense. Another thought I had while reading this was that the tricycle is used when one isn’t ready for full independence but is capable of “moving and going.” When one is done with the tricycle, he/she/them usually moves on to the bicycle and more independence and freedom. This framework leads students just to that- a sense of capability and eventual independence!
Thank you for connecting, Amy. Love the moving on to the two-wheeler notion. Happy Friday.