>> And have it open,
so that it might be as simple as-- if the topic is around say
the sea, what do you know about the sea? And they are allowed to
respond in any way that they feel strong,
and so if it's by drawing it, or writing it,
or verbally telling me and I record it, then that's
what I aim for, and then move through that.
So, sometimes there is a tension between what the requirements
of the school is, but we've discovered in the class.
So, it's managing that as a
teacher to meet the requirements of this particular tool here.
>> Yes, Rose, please go ahead.
>> Sorry, I was going to mention that after that relationship is developed with children, I
then look at a range of assessment data, and
I explain what the spelling test is, where it came from,
why do we need to do it, how does it fit in with your prior knowledge,
or a maths test, whatever we have to do, how they can do it and how they can use it,
how they can merge it with their own knowledge and start from that baseline.
So basically, sharing with them
and then we do the test, and we debrief afterwards.
How was that?
What do you think?
Did you read the brown cow now story?
What do you think?
And then I actually talk about my experiences as a child.
>> Okay.
>> When I read them,
"brown cow now", we used to laugh at all the pronunciations.
But now, I think it's a type of genre, it's a type of text type.
And I get carried away with it because
I try to explain it in a way where they can take it
and say, "Okay, I'm ready for these journals for the next number of days or books.
I'm ready to do this maths. Wow, I
want to be on the escalator with basic facts to here."
Just recently I was just teaching measurement to my sixth grade level,
and I had one year three student tell me what perimeter meant.
And she started with
just converting
centimetres and millimetres,
and I was in awe dancing around my room.
And they say, "There goes Rose,
She's lost in the learning discovery time."
And I tend to use this
before I've even thought about anything else.
>> So, you do use formal tools, as well as informal