We do a lot of testing in school. Our goal is to make sure that our students are actually learning, not just occupying a space in the room, and we also want some evidence that we can share with others- parents, administrators, other teachers. However, the proof of their understanding often occurs at random times throughout the day, especially here in kindergarten. Some examples:
Yesterday was pizza day. In our school the pizza is a big rectangle. Several of my boys got the idea to “make Oklahoma” and they took bites out of their pizza until it resembled the “long-handled pot” shape of our state!
One of our “table centers” is a set of plastic magnetic numbers and math symbols that stick to a metal cookie sheet. This week students have been excited to show me their understanding by sharing math problems with me. Yesterday one proudly showed me 5+3=8.
Our writing task one day was to write three sentences about penguins, using a word bank, a little reader we had just completed, and their knowledge of penguins (based on the non-fiction book, “A Penguin Year”). Most students wrote “I see a penguin.” or “Penguins like cold.” or “Penguins build a nest.” One student wrote “I thought it was a bird.”- which made a direct reference to a statement in the book that early fishermen thought penguins were fish with feet. Good listening little buddy!
A running argument in my class is “do numbers really go to infinity?” My students often try to surprise their friends by creating the biggest number that will fit on their paper. Then they give it some wild label like “twenty hundred zillion”. LOL Wonderful to overhear those conversations!
And of course the sweetest proof of understanding is listening to my students read. We are at the stage now when many of my children are beginning to read for their own enjoyment, and of course to astound their parents. Good times….
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