ABSTRACT
Bringing the process standards to life in authentic ways is a major challenge that requires looking at teaching and learning through a very different lens. It includes the challenge of adapting the way we engage children as active learners and thinkers. The teachers found that the more complex processing verbs were more suitable to activities later in the learning sequence, while the less complex ones were best featured in initial activities. Teachers have consistently reported that adapting the way they develop instructional interactions to provoke thinking progresses rather slowly. Interestingly, teachers figured out ways to help children change the expectation by explaining that, in some activities, the questions serve as a way for everyone to agree on what they learned in order to move ahead. There is a pressing need to shape educational experiences that will consistently strengthen thinking skills as children acquire a solid base of content knowledge that is the stepping stone to continued learning.
