We read a longitudinal study examining US gifted systems failing to identify students with spatial aptitude over the past 60 years. We search for the causes and consequences of undervaluing spatial reasoning, and identify classroom practices that support those students in our schools.

Later, we discuss ways to get the benefits of peer observation for teachers when observable colleagues are not readily available.

Finally, in a Mixed Bag we discuss a question from a listener who pushes us to dive into our assumptions about testing and teaching.