Are you a new teacher?

If you are a new teacher, first, congratulations!  You are making a difference for students--even if it doesn't feel like it right now.  Next, you are probably feeling a bit overwhelmed--that's normal.  I can't tell you the number of times I thought about quitting (usually after I made a mistake).  Hang in there.  Finally, here's a great resource full of ideas for you!

Reviewing for Higher Levels of Learning

I used a pizza wheel to review material students are assigned to read prior to or during class. Each student writes a fact he or she learned in one of the pizza slices. Then, working in small groups, students pass their papers to the next group member, who also writes a fact. This continues around the circle until each pizza is full. Students can discuss the material, using the pizza wheels as a prompt. Then, ask students to write an extended response to a higher level question. For struggling students, one of the stumbling blocks to application-oriented questions is ensuring knowledge of basic facts.  This provides an instant go-to guide for a reference.

An added bonus is ensuring that each student participates, rather than certain students dominating group work. Although you can measure students’ understanding in an oral discussion, asking each student to write ensures that all students are involved in the lesson and provides an opportunity for every student to respond.

A Recipe for a Successful Classroom

Missy Miles, former teacher at Jay M. Robinson Middle School, wrote A Recipe for a Successful Classroom. Notice how it incorporates a healthy dose of student choice.

A Recipe for a Successful Classroom

1  tablespoon of lecture (for auditory learners)
2  cups of small-group discussion of any sort of variety
1⁄2 cup of guided reading
1 1⁄2 cups of hands-on activities
1⁄2 cups of various activities that involve movement. Sprinkle in little by little, not all at once.
3 tablespoons of music and art, which integrate content material
2 cups of opportunity for students to decide how they will be assessed
                                                      4 ounces of graphic organizers

The more you stir and allow these ingredients to blend, the more productive your recipe will be. Allow adequate time to let ideas, questions, and exploration occur before putting in the oven to brown.

So, what’s your recipe for a successful classroom? I'd love to hear them via email (link to right) or in the comments!

Ratcheting Up Reviews

Looking for some new ideas for reviewing content for your students?  My December newsletter is out and there are strategies and resources for teachers, and a special plan for principals.  Sign up using the button on the right--I'll be resending it throughout the week to new subscribers.  Also, if you haven't seen the earlier issues on motivation and engagement as well as Rigor and the Common Core State Standards, click "View Our Archives" to check them out.  Have a great day knowing that you are making a difference for someone today!

Rigor for Gifted Students

Don't we already provide rigor for gifted students?  That's the question I received from a participant in my workshop earlier this week.  I think it depends on the teacher (doesn't it always).  I have seen many teachers of gifted or honors students who provide rigor for the students.  But I've also been in similar classrooms that were not rigorous.  For example, I've observed teachers who ask very high level questions, but who accept student responses that are simplistic.  I've also reviewed assessments and assignments for gifted students.  One in particular stands out. 

It was a project for a high school Advanced Placement course.  Students were to read ten current events articles and summarize each.  In addition to the assignment, students were given how the assignment would be graded.  X number of points for the number of articles read, x number of points for putting their name in the upper right hand corner, x number of points for legibility, x number of points for summaries, x number of points for listing the references and attaching the articles. 

Do you see the problems?  First, the grading is more about completion than it is about quality. Second, is summarizing really appropriate for AP high school students?  A more rigorous activity would require students to analyze and synthesize the articles, and make connections among articles, and to other outside readings and experiences. 

I'd like to add a special thanks to @jabbacrombie on Twitter for reminding me that I haven't written specifically about gifted students lately! 

New HS Curriculum--is that enough for rigor?

I just read an interesting blog post that was very informative. I thought the focus on the new curriculum, with a lot of supporting details, was great.  However, rigor is more than the curriculum, and we make a serious mistake when we assume a rigorous curriculum will help all our students be successful. Rigor is weaving together all aspects of the classroom climate, including instruction, assessment and curriculum.  But simply raising the bar does not help students succeed.  We must also provide scaffolding to help them move to those higher levels of learning, and we must provide opportunities for each student to demonstrate learning.  Too often, I am in classrooms where one student answers a question.  The rest "tune out" because they aren't required to respond.  There are so many easy ways to have each student respond--pair-shares, electronic clickers, small whiteboards, etc.  How long will it take for us to address all issues--particularly HOW the new Common Core State Standards (or anything else your state is using) will be implemented? 

Looking to extend your literacy REACH throughout your school?

There are five simple steps to extend the literacy REACH in your school. You must Reinforce Connections, Encourage small steps, Accentuate the positive, Collaborate with others and Hold Teachers and students accountable.

For the rest of the article (I co-wrote it with my dear friend Abbigail Armstrong), click here.