My colleagues recently blogged about Noticing and Wondering in High School (Max – @maxmathforum) and Noticing and Wondering in Elementary School (Annie – @MFAnnie) and as I read both of their blogs, so much of what they write about applies to a middle school classroom. In my experience the biggest bang for your buck in using this strategy is engagement of all students! As I’ve worked in elementary classrooms the feel is a little different from middle school — the younger the students the more I feel I’m tapping into enthusiasm that hasn’t been dampened yet. As I work with fifth grade or sixth or seventh or eighth graders I often feel that there are more years of disappointment and/or disillusionment that have to be countered.

- I notice … (and she valued one thing in their submission).
- I wonder … (and she asked one question hoping students would reflect and revise/add to their submission).

- some gauge of student reaction to what you did (of course, from your viewpoint)
- some prediction of what students will do during your next session
- some reflection on what you predicted and what you now observed

It turned out that Erin’s quick (5 minutes tops!) reflection on what happened in class helped her work through the process. I found it interesting to read (and now I have something to look back on and refer to for this post) … but … Erin and I both agree that the time she took to write her own “teacher exit ticket” was most valuable for her.

Here are some excerpts:

**day 4**

**day 6**

**day 9**

**day 10**

**day 11**

**day 15**

*This is the activity Erin was using*: Ostrich Llama Count–Examining Solution Methods]

**Suzanne’s response to Erin on day 15**

Some of my previous blog posts on the I Notice, I Wonder™ theme: