It’s very difficult for children sometimes to recognize their own knowledge. It may be specific to a person, it may be specific to an environment, it may be specific even to a story. So I always tell students, you know, you’re not done unless everything you’re doing is applied across materials, people, and settings.
When we’re doing these kinds of things it activates what they already know, and that’s important, and we need to cement that with them. “Oh look what you already know! This is already in your head. Here’s my thought bubble. It’s not so full.” You know, “Look, you know much more about fish than I do.” So they get that kind of theory of mind that goes back and forth.
