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Talking yourself through complex tasks (the walk) really works. We should be using this process when we teach and also encourage students to do it themselves when they are facing academic and other challenges.
Recently, I was again offered the opportunity to mentor some new teachers, and this time, with a bit more experience and training, I hope to do a better job. Mentoring fellow teachers is important work and can be mutually rewarding, but a mentor has to be more than just a paid buddy.
How do we think? It depends. As you undoubtedly know, thinking about some things is easier than others.
When correctly incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are happening. The process serves as practice for the student and a check for understanding during the learning process.
The week before school ended last spring, one of my students asked what I planned to do with my summer vacation. I told him I was taking classes at the local university, and he blanched. He paused a moment and then asked, “But why?” I smiled and told him that I like learning.
So, what is this fidelity of implementation thing? Simply put, fidelity of implementation describes the extent to which delivery of an instructional practice adheres to the protocol on which it was developed or field tested. Or as my father liked to say when I was fiddling with assembling models as a kid, “Do it the way the instructions say.”