Holly's Chapter 3 post

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

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…..

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!