Here are a couple of ideas that take about 5 minutes of class time and get learners actively processing content from previous lessons.Read More »
How important is it to post learning goals and use a scale to help your students gauge their understanding?Read More »
Here are 4 vocabulary games that can be played using vocabulary from any content area. These games are great ways to practice declarative knowledge and, specifically, academic language.
Objective: Students will develop an extensive vocabulary by drawing on experiences to bring meanings to words in context such as interpreting, multiple-meaning words, and analogies.Read More »
Join Kelly and friends for one hour live professional learning workshops via the web. This easy, affordable professional learning platform allows participants to log on and learn from the comfort of their own home or classroom. With visuals, ready-to-use handouts, and opportunities to ask questions and share ideas, participants leave the session ready to implement strategies for success.Read More »
This is the third installment of “What Not To Do If You Want to Maximize Student Achievement” I usually try to focus on the positive, but sometimes it’s important to identify what not to do.
Initiatives come and go--typically when district or campus administration changes. However, it is never a good idea to just pretend to go along with grade level, campus, or district initiatives, even it you think “this too shall pass.” Although, it is relatively easy to just shut your door and be autonomous, this can create a divided, unhealthy campus and/or district culture that could have a negative impact on student achievement.Read More »
This is the second installment of “What Not To Do If You Want to Maximize Student Achievement” I usually try to focus on the positive, but sometimes it’s important to identify what not to do.
- Never teach straight from the book. There is an art to teaching that requires the teacher to teach standards and strategies that are matched to teaching and learning styles. We simply can’t rely on a textbook publisher or program developer to know our standards and our learners’ needs. Besides, teaching straight from the book is one of the easiest ways to disengage learners, particularly those who are below or above the level of instruction provided in the book.
This is the first installment of “What Not To Do If You Want to Maximize Student Achievement” I usually try to focus on the positive, but sometimes it’s important to identify what not to do.
- Never talk negatively about a student-- Anywhere or anytime. You just never know who is listening. Just a few words can change a life (yours and the learner’s). This applies to talking negatively about other staff members as well. Use the Thumper rule (from Bambi): If you can’t say something nice, don’t say anything at all.
You might be surprised to know that the thinking process of identifying similarities and differences is one of the most powerful ways to accelerate learning achievement. Research shows that when learners are guided to compare or classify, their achievement level almost doubles!
Comparing is a thinking skill that helps us understand information and procedures on a deeper level. When we compare, we look at the similarities and differences of 2 or more things, ideas, or concepts. This is easily done as you go through your daily routine or when encountering new learnings. Have your child select 2 objects to compare. Here are some compare questions you might pose:Read More »
This is first grade example showing students how to create a snapshot of the narrative experience, as well as a thoughtshot. This elaboration technique not only hooks the reader, but also keeps them reading.Read More »
Differentiation in tier 1 core reading instruction is the key to students mastering the standards. To expect to see the same instructional organization in every classroom every day is not only impossible, but malpractice. Effective teachers know and plan for children who differ in their learning preferences, styles, and readiness levels. They feel empowered to match instruction to ways that students are most likely to learn. We are accountable to make sure children learn everything they need to know and do in only ten months of time. This is a mighty mandate, but doable.
While it might sound like I propose to match every student to individual lessons and materials that is not the case.Read More »