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.
Thursday, October 27, 2011
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"!
Chapter 2: What we teach
As I read this chapter I see two main points highlighted for me. The first being the use of textbooks and how it effects student learning. I feel that we are on the trend of so much individualization for students at their reading level that we stray away from using textbooks because they are written at a level above some of the class readers. This is where I feel we do a disservice to our kiddos, if they have no exposure to higher level text then they are at a disadvantage later in their school career when textbooks are the required means. Students don't know how to use a text if it is not used. When I taught 2nd, 3rd, and 4th I used my textbooks and we had lots of class discussion as we read the text together. I felt that my lower level readers were just as successful with the text because the class discussion, notes, and graphic organizers used along with the textbooks allowed for them to understand the concepts even if the reading level of the text was above their "level".
The second main point I saw was about the number of standards. The author talks about reducing the number of standards taught at each content area by 40-50% and even more in literacy. I feel that at times we do try to cover so much material that really it is not always taught to full mastery. As I look at the packet of GLE's for each grade level, it can be overwhelming for the teacher to think that they need to make sure that they cover it all before May and hope that the time put towards each one is enough for the student to grasp it fully, which we know in our hearts is not the case.
Sunday, October 23, 2011
Chapter 2: What We Teach
Again, it is all about simplicity. One of my responsibilities as a building principal is to protect instructional time. I like what the author said about "squandering" hours each day on non-academic activities. He states that we need to reclaim the hundreds of hours that we spend on non-academics each year by replacing that wasted time with meaningful reading, writing, speaking, and thinking. To me, if we would ask ourselves each time we plan an activity: Is what I'm spending this time on going to prepare a student for college or a future career? Does it include meaningful reading, writing, speaking, and thinking?
I am still finishing this chapter, but as I look ahead in the pages to come, I am thinking this is a book that our whole staff should be exposed to. Our group should continue to reflect on this text with the staff to encourage others to read it. I think this is powerful stuff!!!!
I am still finishing this chapter, but as I look ahead in the pages to come, I am thinking this is a book that our whole staff should be exposed to. Our group should continue to reflect on this text with the staff to encourage others to read it. I think this is powerful stuff!!!!
Thursday, October 20, 2011
Kelly Teague's post
One thing that really stuck in mind after reading Chapter 2 was when Conley and his colleagues addressed the four intellectual standards. He states that these four intellectual standards were paramount, within and among the disciplines.
The standards were:
Read to infer/interpret/draw conclusions.
Support arguments with evidence.
Resolve conflicting views encountered in source documents.
Solve complex problems with no obvious answer.
I thought to myself, where have I heard these before and I remembered—GLE’S on the IBD’s. These particular GLE’S where repeatedly questioned on the MAP tests. It’s the higher level of thought (Strategic Thinking), not the basic recall that is so important to teach our students. Along with teaching this higher level of thought to produce higher achievers, these skills are essential for students to learn because these thought processes are also used on a daily basis in our relationships, at work, etc. We are here as educators to help students be higher achiever and produce high test scores, but we are also here to teach them how to be successful socially and become contributing members of our society.
I loved the examples of the two schools that stepped out of the box in regards to their teaching approach and focused on curriculum that consisted entirely of the kind of standards suggested here: close, analytic reading of common texts, monthly formal writing assignments; and daily Socratic discussions where students argue, resolve conflicting viewpoints, and draw conclusions. Focusing on high-priority standards not only optimizes essential learning, it also ensures good test scores on any state and national assessment (Schmoker).
Kelly Teague
The standards were:
Read to infer/interpret/draw conclusions.
Support arguments with evidence.
Resolve conflicting views encountered in source documents.
Solve complex problems with no obvious answer.
I thought to myself, where have I heard these before and I remembered—GLE’S on the IBD’s. These particular GLE’S where repeatedly questioned on the MAP tests. It’s the higher level of thought (Strategic Thinking), not the basic recall that is so important to teach our students. Along with teaching this higher level of thought to produce higher achievers, these skills are essential for students to learn because these thought processes are also used on a daily basis in our relationships, at work, etc. We are here as educators to help students be higher achiever and produce high test scores, but we are also here to teach them how to be successful socially and become contributing members of our society.
I loved the examples of the two schools that stepped out of the box in regards to their teaching approach and focused on curriculum that consisted entirely of the kind of standards suggested here: close, analytic reading of common texts, monthly formal writing assignments; and daily Socratic discussions where students argue, resolve conflicting viewpoints, and draw conclusions. Focusing on high-priority standards not only optimizes essential learning, it also ensures good test scores on any state and national assessment (Schmoker).
Kelly Teague
Thursday, October 6, 2011
Monday, October 3, 2011
I was so excited to read the introduction and first chapter. It would be so easier to teach focusing on the three simple elements with the initiatives that we have in place. Along with the initiatives I believe our next step in the right direction is one sound curriculum that is taught uniformly, so that all students are getting the same material. As well as the same material, getting it in the most clear and simple way possible for all (students and teachers) to understand. This is supported on page 18 that productivity, creativity, and moral goes up when it is simple and clear.
"Focus" Intro and Chapter 1
As I read this intro and first chapter I got so excited. I totally agree! I think that getting a unified curriculum is the first thing that we need to accomplish at PHES and then we need to work on teaching to mastery. I think because we all feel so pressured to teach what is needed for MAP testing, we too quickly move from one topic to the next. Just as we need to master the elements we are doing before we move on, students need to master each step and concept before they move on.
I loved what was said at the bottom of page 11 and top of page 12, that we shouldn't be implementing new things until the three elements are reasonably well implemented. I think we get so bogged down learning new programs that we run out of time to actually put them to use.
I am looking forward to reading more.
Holly R.
I loved what was said at the bottom of page 11 and top of page 12, that we shouldn't be implementing new things until the three elements are reasonably well implemented. I think we get so bogged down learning new programs that we run out of time to actually put them to use.
I am looking forward to reading more.
Holly R.
Sunday, October 2, 2011
Chapter 1: The Importance of Simplicity, Clarity, & Priority
When I began reading the introduction to this book, I was thinking WOW wouldn't our jobs be easier if we would only focus on the 3 simple things that Schmoker says is essential for all schools. We wouldn't be bogged down with all of the "other" things that end up taking so much of our valuable classtime.
As I moved into chapter one, the 3 elements that each school should focus on:
**What we teach (content rich curriculum)
**How we teach (sound lessons)
**Authentic Literacy (purposeful reading, writing, and talking)
would redefine what can be accomplished by public schools seems so basic and simple. Why is it not being done?
I enjoyed the analogy of the football team where the coaches consistantly were trying new plays weekly to create that winning team instead of working on the core fundamentals. I feel in education today that we easily fall into that same trap of trying to fix the problem or keep up with the latest trend with new ideas/initatives instead of focusing on root of the problem. Do we ask ourselves; are we teaching content rich curriculum, good sound lessons, and provide authentic literacy? These answers could be the "game changing difference" for the education of our students.
As I moved into chapter one, the 3 elements that each school should focus on:
**What we teach (content rich curriculum)
**How we teach (sound lessons)
**Authentic Literacy (purposeful reading, writing, and talking)
would redefine what can be accomplished by public schools seems so basic and simple. Why is it not being done?
I enjoyed the analogy of the football team where the coaches consistantly were trying new plays weekly to create that winning team instead of working on the core fundamentals. I feel in education today that we easily fall into that same trap of trying to fix the problem or keep up with the latest trend with new ideas/initatives instead of focusing on root of the problem. Do we ask ourselves; are we teaching content rich curriculum, good sound lessons, and provide authentic literacy? These answers could be the "game changing difference" for the education of our students.
Chapter 1: The Importance of Simplicity, Clarity, and Priority
As I am reading this, I am thinking to myself... this is easy stuff! It's kind of like we talked about in our last PLC training... we know what to do, we know what is best, but we just don't always do it! What's best for optimal learning is that we plan as teams, we implement a "decent" curriculum, and we put a strong focus on reading, writing, and talking. As an administrator, it is almost a relief when I hear that they recommend no new initiatives since I feel like I am swimming in initiatives at this moment!
I think "The One Thing You Need to Know" makes a lot of sense. Isn't it true that people just want to know exactly what they need to do to be effective, and then they want to do that "one" thing. (of course that goes back to knowing what's right and doing it. I know that running 2-3 miles per day greatly reduces my stress level, but I have not done that for weeks!) I would really like to know what the staff sees as that one thing.
Leadership Team: What do you see as the one big thing? How would this help our building and what things are we doing now that reinforces the one big thing?
I think "The One Thing You Need to Know" makes a lot of sense. Isn't it true that people just want to know exactly what they need to do to be effective, and then they want to do that "one" thing. (of course that goes back to knowing what's right and doing it. I know that running 2-3 miles per day greatly reduces my stress level, but I have not done that for weeks!) I would really like to know what the staff sees as that one thing.
Leadership Team: What do you see as the one big thing? How would this help our building and what things are we doing now that reinforces the one big thing?
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