Any good book brings some new information to light or puts a new perspective on things – something that suddenly excites you or takes your thinking in a new direction. Share here your “Wow!” moments as you worked your way through Galinsky’s book. What was it about those ideas, results, or examples that struck such a chord?
29 comments:
I work with 4 & 5 year olds. While having lunch with three of them yesterday, I noticed that Galinsky's comment about language acquisition in babies could be linked to older children's literacy acquisition. We have be working quite consistently with upper and lower case letter recognition, and a few of the children are beginning to read. I was sitting at a lunch table that faces a bulletin board with an alphabet border on it The border has both the upper and lower case letters, a picture to go with the letter, and the corresponding word under the picture. The three children with me at the table are at three different stages of literacy. The girl on my left pointed to the "a" on the border, and said that she had that in her name. The boy on my right said that he had the "A" in his name. I said that the "A" and the "a" are
the same letter, but "A" is the uppercase, and "a" is the lower case, and that they were right, they both have an "Aa" in their name. The other boy on my right is beginning to read, and was looking at the border nearest to him. He said, "Q for quilt". "Right" I said, "and this word under the picture says "quilt". "Oh," he said. "So this word says wagon, and this one says zebra." He had suddenly put together that the words under the picture were not random. I also think that the girl put together that "A" and "a" are the same letter. I was reminded of this conversation when I read "When you're a very young language learner, what comes next is likely to be new, so the more efficiently you can process familiar words, the better able you are to attend to the new information that comes along and potentially make use of it." Some recent reading research I read said that the faster children can recognize alphabet letters the more it indicates reading readiness.
One thing in particular that struck a chord with me was the start of chapter 1. In the exercise she asks to think of a time when you could not concentrate because of distractions around you. "Wow, that is my classroom!" was my first thought! My classroom is connected to an infant classroom. There is never a calm quiet moment! Even if all my children are sleeping there will be another child crying in the connected classroom. The classroom phone constantly rings and interrupts whatever we are doing. The teachers in the connected classroom are constantly calling on me to ask me questions because they are new to the room. Office staff and teachers are constantly walking in and out of the classroom. All those distractions are not even including the 9 children of the room! I find myself circling not knowing which way to turn and what to respond to first. If I am distracted and overwhelmed how are these one and two year olds feeling? I need to find a way to limit these distractions myself before I can help them learn to focus. I need to find a way to teach without constant pauses because of these distractions. I have also recently realized this is where the chaos of the classroom starts. When I have to get up from circle to answer the ringing phone my circle disperses and it is impossible to get them engaged in circle again or project or whatever activity we are engaged in. Ellen's question help me realize there is a real problem in the environment of my classroom. Now that I have started to analyze this problem I can work on fixing it.
Recently, we (me and my colleagues)have been clapping out the number of syllables in each child's name at the end of group lessons to transition them to walking over to the next activity or to line them up to go outside. We also have the children clap out the syllables too. (We refer to it as "sounds" also to define syllables for the children.) During one of our lunch times, several of the children asked me to count and clap out the sounds in their names. They then began asking me to clap out the sounds in the names of the different foods they had packed in their lunch boxes. This showed me that they were not just associating "sounds" to their names, but they had connected that sounds are in all words not just their names. The entire lunch period was then dedicated to clapping out sounds of just about any word the children could think of. Because of this new found great interest, our lunch time ran over its allotted time so that we could clap out as many words as we could think of (which led to less time for eating due to so much talking). It was great to see the children so excited over this game we were playing. As we know, tapping into the children's interests helps to promote learning as we are teaching skills in a way that makes it fun for them.
This particular activity I felt was demonstrating one of the seven essential skills, "making connections" that Galinsky talked about in her book.
I have recently been disturbed by not only parents but educators who disparage preschool teachers’ work as “just playing.” As Becky O’Dowd shared in her Introduction, I too have – for many years – laughingly said that I get “paid to play.” While those of us in the field are expressing amazement and gratitude that we are actually paid for doing what we love, to those who view play as irrelevant, frivolous, a waste of time better spent in constructive activity, what you equip children to do (with TV, toys, electronic games) to occupy themselves while adults attend to their affairs, we are really being rude. (I guess I just practiced Perspective Taking!) I have recently followed my “I get paid for playing” remark with a comment on what a privilege it is and how exciting it is to introduce children to our world and establish a foundation for the development of their future social interactions and learning.
I really had an “Ah Hah” moment when I read, “The eyes of young children are burning brightly as they explore their world,” and then regarding children in grades six through twelve, ”Far too many …seem deadened by the notion of learning. There was little, if any, fire in their eyes when they talked about learning.” (p.298) It suddenly became obvious that while preschool teachers emphasize play, encouraging and supporting children’s curiosity and imagination as they investigate, manipulate, and experiment with their “world”, as the children age learning becomes more and more about achieving correct results, with little attention given to curiosity or imagination. For myself, while I enjoyed learning, fear of failure was always looming in the background. As I’m writing, it’s occurring to me that the definition of “play” as “the child’s work” is an attempt to legitimize play. For those of us in the field, “work” is “adult’s play”. How fortunate are we!
I am someone who likes to highlight my books, write notes in the margins, and otherwise interact with them. When I read p.134 about brain development and reading, I was so amazed that I highlighted the whole page and turned down the corner so that I could find it easily! I think it is stunning that all of the world's languages have "consitent cross - cultural regularities in the very shapes of letters that are being used", and that symbols using intersections like Ts and Ls and Xs are found with amazing regularity because they are found "at the corners of shapes in the natural world." I like to encourage my classes to collect an alphabet made of sticks that they find on the playground and in other places. I hang their Ts and Ls and Ws on the wall, and we spend the school year trying to find (or make) each letter. I was thrilled to learn of this organic link to brain development, and am awed by this common thread between all people of the world!
One day I was waiting for my 12 year old to get out of school. I arrive early, sit in my car and read each day while waiting. This month I had been reading Galinsky's book. I had just finished reading Chapter 2: Perspective Taking. Michael got in and I started driving home. On the way I started complaining about a "bad driver" in front of me. My son shocked me by saying "Now Mom, maybe they're a student driver just learning to drive. Would you want them to drive too fast and get in an accident?" I was stunned into silence and realized he had just done some perspective taking on behalf of the other driver. Shame on me. I said something lame like "Your right. I should have more patience." I also felt quite proud of my son!
I just went to a workshop on Social Thinking which was so compatable with Galinsky's 7 skills. When thinking about social thinking-joint attention and communication are so important. A child who does not have these skills needs to be taught what seems such basic skills. How one reads a situation can be so instrumental in how another person is trying to communicate. For example, if it is the end of the day and I am looking at the clock to see that it is time to go and another person walks in and misses where my eyes are looking...that person misses what I may be thinking about. That person may know that I like pizza and initiate a conversation about the pizza at lunch. I on the otherhand may question where did that come from??? Without following my eyes and looking at my body language, that person has missed my cues. This person would need guidance in learning social thinking skills.
9) My AHA Moment
My AHA Moment dealt with my first born's focus and self control: Officially diagnosed ADHD @ 7 yrs old, could sit and watch Mutant Ninja turtles endlessly ( I confess, it was a tool I used when I needed to get things done ). I purchased a Nintendo game on the turtles to see how that would go and it was a hit. His hand/eye co ordination improved. He would concentrate so hard to accomplish the goals of this game. I used both as a reward for homework papers attempted/completed. This was back when Medication wasn't the option that I believe can be over used today. Suggestion 6: Promote Focus- Select Computer games That promote paying Attention. We didn't have PC's back then but Nintendo had come out with learning cartridges that helped my ADHD son have fun while learning and while staying semi still .
I have been covering in the young preschool room off and on recently. One of the boys in the classroom has been having trouble following classroom instructions. During "area play" he is all over the place, constantly running around the room, and bothers the other children. Recently he has been talking about house fires for some reason (I think something he saw on tv). Well, this past week the fire department came to test the alarms. My boss pulled the child out of the classroom to have a talk with the firefighter in his uniform. We then had the fire drill where we got to stand where we could see the firetruck. When we entered the classroom after the drill he went straight to block area and took out the firetruck to play with. He put the people in it and was riding around looking to "help people". It was such a difference in his play, his behavior, and even his perspective of the subject of fire! This made me realize that because someone took the time to talk to him about something he was interested in his perspective and behavior was turned around. Sometimes we forget how hard it is to teach individually in a classroom of 20 children!
I think Galinsky’s book has been one big ‘aha’ for me. The important work that we do in our preschool classrooms on a daily basis seems to be reflected on each page. I love to read that board games promote connections and that playing I Spy promotes focus. It makes you feel sad for those upper level teachers who have turned away from play in order to drive home those test skills. Maybe someone needs to develop curriculum for the upper grades that helps children acquire those skills while continuing to make learning fun.
Another “Ah Hah Moment” for me came as the result of Galinsky’s discussion of Mindset.
Somehow I knew by the time my children (now in their 40’s) began to explore their world that I should address the facts of their undesirable behaviors, not their character or personal value. I am grateful that we never labeled them as “bad’, “stupid”, “troublemaker”, etc.. I probably talked about their infractions way too much when they were toddlers, explaining why, for example, they shouldn’t throw sand up in the air over their heads. It was only by having my own daycare twenty years later that I learned to shorten it to, “No throwing sand”, followed by an explanation appropriate to the child’s level of understanding. I was very aware of promoting my children’s –- and daycare children’s –- self-esteem and self-confidence. I am sure I was quite lavish with praise: how good, how smart, how talented.
Ooops -- While Galinsky’s discussion of mindset involves older children, it seems reasonable that the same principle would apply to younger children. My “Ah Hah” moment came when I realized that praising children with value judgments about their intelligence rather than with factual statements about their efforts and strategies actually hinders their desire to learn and try harder, just as attacking young children’s personal character rather than addressing the facts of inappropriate behavior creates negative self-esteem in them (Well, actually in many adults, too.). By extension, it seems reasonable that praising a child as “good” when s/he has success would also be a hindrance to effort. Who wants to try something and risk being “bad?” The language we use with children has such a huge impact!
Aha moments:
One of the hardest parts about reading this book is keeping my focus on how it impacts preschool children. I seem to always be thinking in terms of my own children or myself! The skill I am most interested in developing in children is skill # 6: Taking on challenges. The ability to take risks is such an important part of learning. There is so much emphasis on test scores and other measureable outcomes in education. I understand the need for accountability but there needs to be a balance.
There are people who are just naturally confident. I see that in preschool. Some kids keep trying to accomplish a task (ex. climbing to the top of the climbing dome and getting themselves down,) until they get it. Other kids need a bit more support and encouragement and some kids don’t even want to try. (I will say that all the kids can climb to the top of the dome before they leave our school but this is a task that they are interested in doing.) What happens when these kids go off to school? I suspect that the kids who are good at school tasks do fine. The kids who need some extra support often end up feeling that they are not as smart as everyone else. I am basing this on my own experience with one of my children. He works harder than many kids but this has not been valued.
I had previously read about praise and how to praise kids for their work rather than their attributes...i.e. “You worked hard on this.” vs. “You are smart.” But it was a real “aha” moment for me to see in black and white the direct negative impact of praise on a child’s willingness to take on challenges. Classrooms should be places where children are encouraged to take risks in learning and where they can see the progress that they are making. There needs to be as much emphasis on the process of learning as the product of learning.
I have to agree that the language we use can have a big impact on children. I sometimes hear people say, “I’ll choose a child that is being good.” When one child is chosen, I’ve heard other children say, “I was being good. Why wasn’t I chosen?” I understand what the teacher is trying to accomplish but I have to agree with the child here. They were being good. Also, like Anne mentions, I sometimes have a hard time thinking of some of these topics in terms of preschool children, instead of my own children. It seems like many of these topics can be adjusted to any age.
One of my many ‘aha’ moments while reading this book was the still face experiment (p. 304). The child reacts with a helpless response when the mother shows no emotion. There is a boy in our program who shows very little emotion and the mother seems very frustrated with him on a regular basis. Although the relationship is reversed, the book helped me to see that the mother isn’t receiving the feedback that she needs. Since then, I’ve paid more attention at drop off and pick up times and observed the interactions between the children and their parents ( or grandparents or babysitters). Whether it’s the mother who pays little attention to the child because she’s on the phone, or the father who opens his arms wide to greet the child, I’ve observed the importance of being present and the need for connections.
Truth be told, this book has been full of "aha moments" for me. The first came in Chapter 1 Skill 1 Focus and Self Control. How many times have we described a child as having "attention issues"? It is an epidemic in any modern classroom. The numbers of children on medication for this is astounding!I was never really aware of developing a curriculum to teach this skill! Yet Galinsky says"...the more I've come to the conclusion that focus and self control are central to the other essential life skills I write about in this book." She also describes these skills as a process that starts developing in Early Childhood and continues through teen years. She says "these skills are like muscles - the more we work on them, the stronger we become."
So to start I've asked my teachers to use the word focus in the classroom and be attentive to it as an important skill to develop instead of acceptance of a challenge area that stays with a child for life. See pg 44 for a list of focus play games that help require children to pay attention. We know these!
In respect to the focus piece, I find that the children who are challenged by focus are often the children that I observe do not have the focus of the adult picking them up. The parent may be on the phone and not respond to their child or the child is trying to get their attention but the parent is working on getting them out the door. This circles back to how distracted and stressed all of our lives are. Even when I hear certain parents ask their child how their day was they don’t really listen to the answer. So we ask the child questions or try to engage them in a discussion and they just say anything without really focusing on what was asked. I have to ask these children to repeat to me what I had just asked them and a lot of times they have no idea!
I love, love, love the praise efforts and stategies idea in the book. So many times we make the statement, Oh you are so smart, etc and its not that they aren't but it brought to light that it does not get them to work harder. That would have worked so much on my oldest child,now 20. On my younger child still in high school. She works hard all the time, so I can say that using that stategies can only make her a better student, it certainly is not going to hinder her efforts to achieve. I am thinking that it might work with my 2 step daughers who are in their mid to late 20's who are less ambitious in all that they do. Thank God for this chapter. I can also see it working with my little ones in daycare as I have a chance to use it.
There are so many ways to sort with children. When it comes to the FIST (Flexible Item Selection Task). I think that it is something to try once they have master easier sorting methods. I honestly had not thought of sorting in that manner, but then again my children are usually leaving me to attend preschool. It gives them a chance to develop new stategies. I hope that I would have a chance to develop it in the daycare. The other like from this chapter was the reverse buckets. Kids just love to sort and do have a tendence to get bored with the toys after a while, so one more way to work and play. As much as I want the buckets containing the same things, I will shake up their world. They will think that I have gone mad.
My personal Ah Hah moment was a discovery of “correlation between kids who go into the arts and academic performance abilities". I drew a graph and it became so visual that I said to myself - Wow!
I had a clear picture of 8 children from the group of 19 students (ages 3-5y.o.) who were good at arts and at the same time had demonstrated steady progress in cognitive development!
I enjoyed doing my quick analysis and shared the results of my observation with coworker. One child stood out from the perfect picture of “correlation”. He was on the beginning stage of drawing while the rest of the group was advanced, but his performing abilities were so amazing (he was a solo singer at our annual Parent Night event) that we’ve decided he is an exception from the rule or his singing abilities are somehow compensating his drawing!
Dotti, I so agree that the book seems to be full of Aha! moments. And Ann, I agree that this book resonates/applies as much to our own personal as well as our professional lives. This makes Mind in the Making a real page turner but I find I need to constantly reread and refocus to stay on track.
I think Mind in the Making should boost us up whenever we have had a hard day or feel stressed by the never-ending dilemmas we face in our chosen career. We work in a rich and complicated profession! My big aha! has been the recurring sense of just how nuanced and nonstop our work is. Supporting the social, emotional, academic and physical welfare of the complicated little beings in our charge is rocket science! What so many of us do intuitively most of the time is brilliant. And here we are, striving to make our work more conscious, more deliberate and reflective. I think Galinsky gives us the language to talk about aspects of our work that we have "felt," or "perceived" or "sensed" but did not share common terms to really talk about. My coworker and I have found that the book is already informing how we share information with each other! This excites us.
Donna, your insight into appropriate use of technology ( promoting focus) got me thinking about a child in our room. Before the door opens to families I am generally madly typing away on my iPad in a desperate attempt to keep up with the administrative side of running a school. This family comes early and I am usually putting things away as this boy is saying goodbye to his father. This got the father and me having one of those protracted but fragmented discussions about his son's deep interest in technology. There' s a lot of background I could share, but I think it is enough to say that this is one of our youngest children, both chronologically and developmentally speaking. He has a few deep interests but often seems to spend much of his time on the periphery of the room, watching or entering into play in ways that the other children find objectionable. He likes to hang out with me and that can be fine but obviously, we are looking to support his entry not play and self-directed appropriate activities.
He loves my iPad but I was not thinking it would be a good thing for him in the room---- isolating, babysitting cop out, not what we are about, etc. But after talking with his dad we decided to let the child play a round of Word Wagon and iWrite at some point most mornings. My goodness, the language explosion accompanying his play combined with the interests other children took in his contagious, enthusiastic engagement with the iPad has been astonishing. He is a champion at the games. Peers have admired this in him and asked questions from genuine interest in his skill. Letting him have some time doing something he loves, does well and is expert in has been--- for lack of a better word--- an entree into a few peer groups he did not seem to be interested in joining prior to his use of the iPad. It gave him a way to show a strength. It gave him time to be focusing on his own interest in a room that buzzes with activity. It gave him a way to demonstrate skill and knowledge others (teachers included) had not seen him demonstrate before.
One of my “ah-ha” moments coincides with the suggestion of “reading stories to children in ways that encourage them to listen”. Recently, I stopped in the middle of one of my stories to ask the children what they thought one of the words meant – it was a simple word and one I thought they would all know but I was very surprised to hear the different answers I got! I think as teachers, we can sometimes take for granted that children will understand all of the words in even the simplest of stories that we read when really, their understanding is continuing to evolve. If you ask a child for clarification on what a word means, often times they may have a completely different understanding of the meaning! As a result of my becoming more attentive to the simple vocabulary, I stop frequently during my stories and I have been surprised at the creative inventing they use on their own to define words. If I want to clarify if they have an understanding of a word, I will ask “what do you think ….. means?” And that will open the door to discussion and that discussion helps to bring their attention to the story because now they are interacting, and it assists them in making connections. Try it, you may be surprised at what you hear as well! I also find that children do listen more closely to stories I read when I put some animation into them – whether it is using different character voices or using gestures while I read.
An aha moment this season was with our daily schedule. We have typically followed the same school year schedule every year starting with circle time at 9:00 followed by freetime activities and outdoor time at the end of the morning. This year one classroom had a large group of 3 year old boys who are very active. The teachers were spending a lot of time managing the group and trying to keep the boys from running all over the room. We tried more moveemnt at circle and then adding movement several times in the morning. One day it was going to rain and we decided to go out at 9:00 instead, switching up the schedule. The children came in, sat down had a much better circle time and then played in centers. The teacher noted how much calmer it was in the room. We decided it must have been going outside first that made the difference. We tried it again resulting in the same change in behavior. All winter we have done this with this one room and have seen what a difference it has had on the children's self control. They have better control of their emotions and attention to the tasks at hand.
Eileen, I have had the same experience when stopping in a text to recap and review something we have just heard. My assumptions about what children know and how they will define a word are often wrong! We use the boxed curriculum Read Together, Talk Together. It is pretty scripted, but works whether or not you follow the enclosed prompts. I often do not have it discipline or interest in following the prompts but when I do, it is always an interesting exercise. I pre-read and predict what a group will say--- usually I over-estimate their ability to correctly define a word or make a prediction! I think young children are so flexible and creative in their thinking and are very, very subjective and in-the-moment with their responses. I have found that the same child will give me very different answers to the same question on consecutive days! This used to bother me, but now I think of it as a strength, a form of scientific thinking if you will. I think children are open to entertaining new ways of thinking about something. Each day they will be willing to test a new theory about a story. I really got interested in this idea when I had a student teacher who loved the dialogic reading curriculum and asked to be the one who read the day's story in this method. I had the luxury of observing and recording data. We even filmed and taped a few sessions to really get into all the complexities of student responses. What we were surprised to discover was how much we helped children formulate more precise, correct responses. Starting with their initial responses we would ask questions to elicit fuller, more correctly phrased answers. We would add to their fading away responses. We would restate, rephrase answers. None of this is bad, but we were simply unaware of how much we added to their answers. Children were quick to agree, to take on these amended answers. Learning occurred but it did get me thinking about some things Vygotsky has said about children's conceptual development. Mostly that before they have a clear concept they entertain pseudo concepts that are dynamic, ever- changing, morphing toward a truer form. I guess this is exactly why Vygotsky championed the validity of scaffolding children's learning.
I think we have to be careful to be reflective listeners in conflict resolution or in a child's problem solving. We want them to hear themselves clearly in these cases. But I think it is okay to fill in the blanks or "sketch over a child's definition" of a word in a story to lead it to an objectively truer place.
An Ah Hah moment I had was when I was reading skill six. In reading this book it has made me think about how I act in the classroom and what I say. In reading skill six and how we as adult manage stress and how it affects the stress of the child touched me. Me finding a better understanding of how I manage my own stress and be the key to the success of my classroom. I have found that I need to change my stress when it comes to the constant, "no you can't do that, it's not safe". If I did not get so stressed the mood in the classroom would become a lot more positive. From this point on I will use the examples in the book to help to project and more positive, less stressful mood in the classroom in high stress situations.
Sally-
Our preschool has 4 ipads. We use them in several different ways. One way is to promote communication for our not speaking preschoolers. The pictures often help children initiate communication...they may imitate...or they may sing songs...or fill in the blanks...depending on their levels. We also use it for reinforcement when students have completed a task. Lastly, we may use it as a cause /effect toy for some students who are motivated by this....Anyway, yes, technology can be a wonderful asset to learning!
I had an Ah Hah! moment while reading about perspective taking when the parent was about to write out a to do list and put it at the breakfast table (71). When she thought about it she realized if her boss gave her a to do list and left it on her desk in the morning, how it would make her feel. This is something you can easily overlook with children. It is one thing to help them see each others point of view but we can completely forget to put ourselves in their shoes. I have now tried to watch myself and really think about how what I was saying or what I did would of made me feel if the same was said or done to me. I have found that really paying attention to this helps you even better understand the children and better teach them perspective and empathy. I really liked how this book has thoughts and ideas that seem like common sense but sometimes you just need to hear it from someone else!
Becky, I bring my own two iPads in these days. We don't have a computer or a printer--- our room is a dinosaur in terms of technology.
I love the iwrite words. To me, it works perfectly with the Handwriting Without Tears curriculum. I know it has helped children who struggle with pencil grip and with manipulating a writing utensil. The use of their pointer on a touch screen really frees them to concentrate on the task without frustration of dealing with intermediary tools. I also have really come to appreciate Word Wagon. The children love it and they all experience success with the different levels of difficulty. For me, seeing our silent little boy wriggle with excitement at the sight of the iPad reminded me that "different strokes" applies in all things. He interacts with the iPad with a degree of skill and comfort that he has not often displayed in free play. And his engagement with the games is accompanied by so much language! He narrates, play-by-play style, and the other kids really enjoy watching him in his area of expertise.
A little more about different strokes: a girl brought an e-reader to school. She wanted us to read a book with the class and it was on her device. It was quite an interesting discussion at reading time! I have a kindle and I am reading Mind in the Making on the iPad, but nothing will ever replace a real book for me. But most of the kids loved their time with the e-reader. And some of the kids who don't engage easily with books at silent book time might. Just fall into e-readers if they were available. A week or so ago one child brought in an touch and wanted to look at photos from a vacation during book time.....interesting new frontier to navigate!
Any one else find any great learning tools/ games for iPad? I'd love to check them out.
I never really thought about how a young child learns to make connections before reading this book. Some types of learning I guess I just took for granted. One day I was covering a break in the 3 year old classroom. I was heating up lunches while the main teacher of the room was doing her "circle time". I knew they did calendar, shapes, and colors but then I figured the rest of the time they would just sing songs. The teacher surprised me by taking the bucket of lacing shapes off the shelf and said, " ok class lets work on our patterns again today". "Huh?" , was my response. Some of these kids had just left my toddler room and they were expected to learn patterns? I was surprised by how well they could figure out the next shape in the patterns as a group. First they sorted by shapes then by colors! I was in aww on how well they did.
A few days later I pulled out blocks in my classroom and watched as 2 of the older children sorted them by colors. A few days after that one of the younger toddlers was playing with trucks. When he walked away I saw they were lined up by size. After reading Chapter 4 I realized how important these learning tasks are and realized I can start working on these skills in my toddler room more!
I think the most intriguing piece of information that I read was on the approaches of teaching either Discovery or "Diret Teaching". Last year, I took a course on Reggio Emilia Approach where learning is based more on Discovery and it is a child directed approach and they had done tons of projects and referenced studies on why this approach is more effective because the student is so invested. I was surprised to find that the difference was wether or not the child actually learned the material in the first place. I never thought of that piece in that way. It really makes a lot of sense as kids process materials differently and have different learning styles. I have seen kids learn in a variety of ways.
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