What's the best way to plan?

When I was working on my PhD, I learned about a planning model from the Dupont Corporation. The Task Cycle focuses on starting with the rationale (purpose) and desired result (product) before determining the process and resources needed. Think about how this would look in your classroom. Too often, we start with process (how to get there) and resources (what we use). We plan to have students read about spreadsheets (process) in chapter five of the textbook (resource). Then, we figure out what they should know at the end and how we’ll assess their success.

Think about a lesson you are planning, but this time, start with the fact that it’s important for students to understand how to create a spreadsheet because they can use it to plan a budget (purpose), and they’ll need to apply that knowledge when they get their first job (product). Now, to do that, students need to read about setting up a spreadsheet (how), but the textbook (resource) only includes a short description that provides a definition, but no instructions. So, we also ask students to use the help section of the computer spreadsheet program and show them real-life samples of finished spreadsheets.

Try it, see how it works, and let me know!

Teachers Have Power

Everything the teacher does, as well as the manner in which he [or she] does it, incites the child to respond in some way or another and each response tends to set the child’s attitude in some way or another.--John Dewey

WOW--isn't that a powerful thought?  Actually, isn't that an insightful thought about our power?  We have the power of our actions, which provoke a response, which affects a student's attitude.  That sequence can be positive, or negative.  And WE have that choice!  Remember, you do make a difference everyday.  Choose to be a positive influence!

How do I measure success?

Yesterday, we talked about measuring success.  For me, success is broader than a test score—it’s about how we look at and identify a student.  It's short and simple for me:

Achievement is...

S Showcasing the
U Unique

C Competency and
C Capabilities of
E Every
S Single
S Student

Truly Measuring Student Growth

It’s important to remember that student growth is never completely measured on a test. Suzanne Okey, a former special education teacher, agrees:

Achievement is supposed to be a benchmark of where students are so we understand where they are learning and where they are in development. We measure infants in every checkup: Are their heads growing enough? Can we assume they are getting adequate nutrition? It’s like that in schools; we measure whether or not they get adequate nourishment, are they benefiting from what we are providing or are we doing one size fits all model and leaving lots behind? We are in the business of nourishing children; nourishing their minds, bodies, and social development. Achievement looks at the tunnel of academics only. This means we are not doing observation necessary to see if a child develops in all aspects. Then one day, you have a bright child who is doing well academically who falls off the planet because no one noticed social problems.

Our job is to help our students be successful in school, but more importantly, it’s about helping them be successful in life. Great teachers define success as more than the test, and they provide multiple opportunities for every student to succeed frequently. They know that success breeds success and that all students can learn. Great teachers also teach their students that attempting something new is valuable, because even if you fail, as long as you learn and grow from the experience, you are not a failure.

Rigor for Students with Special Needs?

From IStock Photo, compliments of a dear friend, Rachel!

When I was in Everett, Washington last week, a teacher of students with special needs came up after the presentation.  She said, "Thank you for saying that my students need rigor too.  I hope everyone heard you."

Of course rigor is for students with special needs, just like it is for gifted students, at-risk students, and everyone else.  Rigor is about helping students move beyond where they are to a higher level, and that is for each student.  To deny some students that opportunity is to say, "you aren't worth it because you can't learn."  I have only heard that phrase once from a teacher (now a former teacher).  I hope to never hear it again. 

Helping Students Develop High Expectations

Here's a great quote from Patricia Neal:

A master can tell you what he expects of you. A teacher, though, awakens your own expectations.

How do you help students awaken their own expectations?  We'll take a look at some examples next week.  Have a great weekend.  

Great Leadership Resource

Ron Williamson is my co-author on several leadership books:  The Principalship from A to Z, Rigorous Schools and Classrooms:  Leading the Way, and the brand new book, Rigor in Your School:  A Toolkit for Leaders. 

He's a great resource when it comes to leadership issues, and he's and expert at facilitating long-term change for improving schools.  Here's how you can find him:

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