I found this chapter very encouraging. What I got out of this is that going back to the basics and teaching with persistence, instead of trying something new all the time is what it takes for children to learn. It is important that we have very clear learning objectives and that we also make the objective clear to the student on what they need to be learning from a lesson. We need to make sure to model lessons for the students and give them time to have guided practice. We then need to assess what we wanted the child to learn from that lesson.
I find it very exciting that many of the things that are talked about in this book, are the same things they are teaching in my classes at Drury. I also thought it was so exciting when they talked about schools with children in poverty that have gone through these consistent teaching practices having such large growth.
I think this chapter would give a very strong argument for Jamie checking into the pilot for the basal reader. I can wait to see the results from that project.
-Holly Richner
Thursday, January 19, 2012
Kelly's Chapter 3 Post
I was astonished by the projected results from teachers using lessons that included effective use of formative assessments and checking for understanding. It sounds so straight forward and simple but the difference that it makes is staggering. There would be 20 to30 times as much positive impact on learning than most popular current initiatives? They are about 10 times as cost-effective as reducing class size, it would add between 6 and 9 months of additional learning growth per year, students would learn four times as fast as a result of this consistent use, three years of effective teaching will catapult students in the lowest quartiles into the third or even fourth quartile, and effective teaching with the use of formative assessments and checking for understanding could eliminate the achievement gap in about five years. WOW!! . It sounds so straight forward and simple but the difference that it makes is staggering.
I recall in PBIS training, the presenters keep reiterating the importance of, “check for understanding”. Don’t ask a close ended question, Do you understand what I am saying. Have students explain or tell you what they understand you to be saying. It makes sense, how are we supposed to expect students to learn what we are teaching them if they don’t understand? We make the huge mistake and just assume that the students comprehend what we are teaching, then ineffectively check for understanding and assess based off you assumptions. Let me end by saying, we all know what assumption can lead to…..
I recall in PBIS training, the presenters keep reiterating the importance of, “check for understanding”. Don’t ask a close ended question, Do you understand what I am saying. Have students explain or tell you what they understand you to be saying. It makes sense, how are we supposed to expect students to learn what we are teaching them if they don’t understand? We make the huge mistake and just assume that the students comprehend what we are teaching, then ineffectively check for understanding and assess based off you assumptions. Let me end by saying, we all know what assumption can lead to…..
Wednesday, January 18, 2012
Ch 3 How We Teach
As I read this chapter I was thinking that once again this seems so duh!! and why are we not doing this??? It mentions that effective instruction consists of a few easy things, whole class teaching, effective lessons and a model/practice approach. I feel that this was my main style of teaching when I taught in the classroom and I do believe my students showed growth throughout the year. I think that we have strayed from the whole class teaching approach (thinking that it is old school) and moved so much to individualized teaching/learning. I look at our test scores and student growth and wonder are we really doing best practices, according to this book.... NO. Using the model/practice approach throughout a lesson does truly let the teacher know in a quick second if the class was ready to move on or more teaching and practice is needed.
I did chuckle with the mention of Madeline Hunter, because that was the huge push in my undergrad eons ago.
I think the coined saying "Don't reinvent the wheel" use what we already know works... is what this chapter really is FOCUSing on!
I did chuckle with the mention of Madeline Hunter, because that was the huge push in my undergrad eons ago.
I think the coined saying "Don't reinvent the wheel" use what we already know works... is what this chapter really is FOCUSing on!
Thursday, October 27, 2011
Karen's blog
As I was reading I saw page 28, second paragraph.
The problem is not lack or resources. As Allan Odden writes, "The problem isn't funding." It is the lack of "will and persistence" to implement what we already know.
I feel like we have learned so much and have so many tools at hand that we are not sure how to proceed. Many teachers have been taught different methods or feel more comfortable with different teaching styles but is individual comfort more important then student achievement. If we can't move beyond this mindset and start modifying our teaching to incorporate what we know is best for students then we will never improve. I know I don't really want someone coming in and telling me how to run my class but I also know that there is always room to improve and if there is a better way to teach, I want to use that method.
Pleasant Hope has invested in the teachers and students by adding programs like MRI, Rocket Math and Promethian boards. We have the tools, now we have to stay the course. We need to sharpen our skills and learn all we can to implement all we have learned. The next logical step in our development would be a content rich curriculum that would help guide all teachers to the appropriate lessons to achieve our goals as a school.
Our focus recently has been on individualized instruction. This plays an important role in the classroom but there is room to also incorporate some work from the textbook as well. The text is written on a higher grade level then some students can read but reading the text together and group work can help to overcome this issue. Students need to learn the basic skills to research and locate information in the textbook. I do believe that focus on essential learning, individualized instruction and work in texts all have a place in our curriculum.
The problem is not lack or resources. As Allan Odden writes, "The problem isn't funding." It is the lack of "will and persistence" to implement what we already know.
I feel like we have learned so much and have so many tools at hand that we are not sure how to proceed. Many teachers have been taught different methods or feel more comfortable with different teaching styles but is individual comfort more important then student achievement. If we can't move beyond this mindset and start modifying our teaching to incorporate what we know is best for students then we will never improve. I know I don't really want someone coming in and telling me how to run my class but I also know that there is always room to improve and if there is a better way to teach, I want to use that method.
Pleasant Hope has invested in the teachers and students by adding programs like MRI, Rocket Math and Promethian boards. We have the tools, now we have to stay the course. We need to sharpen our skills and learn all we can to implement all we have learned. The next logical step in our development would be a content rich curriculum that would help guide all teachers to the appropriate lessons to achieve our goals as a school.
Our focus recently has been on individualized instruction. This plays an important role in the classroom but there is room to also incorporate some work from the textbook as well. The text is written on a higher grade level then some students can read but reading the text together and group work can help to overcome this issue. Students need to learn the basic skills to research and locate information in the textbook. I do believe that focus on essential learning, individualized instruction and work in texts all have a place in our curriculum.
Monday, October 24, 2011
Chapter 2: What We Teach
As the posts began to come in I was just starting the chapter. I have to agree that I am thinking of the textbooks we used a few years ago. We have gone away from the textbooks and more towards teaching to their level. This makes me wonder if it needs to be a combination of both textbook use and some individualized levels.
Schmoker also commented on the number of standards that are required out of teachers today. He said that he wouldn't be able to teach all of the standards that are presented to teachers now at the level they need to be taught at. They suggested cutting out the number of standards and to teach only a few to the level of mastery that they need to succeed while building foundations for future skills.
Schmoker also commented on the number of standards that are required out of teachers today. He said that he wouldn't be able to teach all of the standards that are presented to teachers now at the level they need to be taught at. They suggested cutting out the number of standards and to teach only a few to the level of mastery that they need to succeed while building foundations for future skills.
Chapter 2- FOCUS
As I read this chapter I got more and more of a sense of urgency that we get a school wide curriculum. I think we are definately on the right track with going over map scores and finding the subjects that we are strong in and weaker at. The other thing that really stuck out to me in the chapter was the need for textbooks. I had honestly not given much thought to how schools have moved away from textbooks. I remember that when I was in school (a long time ago) textbooks were used in almost every subject. I think this did give each grade level possibly a more uniform curriculum because the classes were always working in the same chapters throughout the grade level.
The theme throughout does seem to be the fact that their needs to be less fluff and we just need to stick more to the basics of teaching. We need to find what works and stick with that, not just jump on something new every year or two.
The theme throughout does seem to be the fact that their needs to be less fluff and we just need to stick more to the basics of teaching. We need to find what works and stick with that, not just jump on something new every year or two.
Chapter 2
After reading this chapter I have found many things that really stand out to me and make me think I have got it all wrong. Textbooks? Yes! This heading had me intrigued by the punctuation used. As was reading this I was sat in my classroom looking tyring to find my textbooks. Yes, I have only been back for 2 weeks but have I actually looked and thought about these valuable resources right in front of me? No! I totally agree with Jamey on the textbook issue. Last year I found that students couldn't even open a textbook and find the page number I put on the board. I knew I had a lot of work ahead of me. I can remember thinking that finding answers from text that we read was going to be a crucial skill that would not only help them in second grade but take them all the way into college.
The next thing that stood out to me was limiting the essential standards. I feel as a teacher I only have so many months before the MAP test to get all the GLEs taught. I liked the criteria developed by Doug Reeves to reduce the number of standards we teach: Endurance, Leverage, and Readiness for the next level. I don't know about you guys but "less is more"!
The next thing that stood out to me was limiting the essential standards. I feel as a teacher I only have so many months before the MAP test to get all the GLEs taught. I liked the criteria developed by Doug Reeves to reduce the number of standards we teach: Endurance, Leverage, and Readiness for the next level. I don't know about you guys but "less is more"!
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