Strokes for Old Dogs & a Few New Tricks

Merriam-Webster defines BELIEF as "a feeling of being sure that someone or something exists or that something is true." For those educators who have gone more than a few laps around the track, the belief that "you can't teach old dogs new tricks" or the idea that connection and effectiveness with kids declines over the years has been well implied. As it turns out, this may not be the case. A Brown University study shows TEACHER EXPERIENCE IMPROVES JOB PERFORMANCE, including improved test scores (reading and math) and attendance.

National Center for Analysis of Longitudinal Data in Education Research

GRATUITOUS SELF-AGGRANDIZEMENT PLUG: the study also connects "with a small but growing body of research suggesting that high-quality coaching and professional development can improve teacher effectiveness." I guess it makes sense to pass along a few ideas, then, eh?

1. PROFESSIONAL DEVELOPMENT IDEA:        "The Learning Walk"

2. STUDENT UNDERSTANDING "Collaborative Learning Builds Deeper Understanding"

"The Science and Practice of Creativity"

* "Creativity isn't about music and art; it is an attitude to life, one that everybody needs" 

(qtd. in Diane Cardiergue's edutopia.org article, above).

3.  CLASSROOM CRAFT

* "27 Ways to Assess Prior Knowledge"

** "The Qualitative Formative Assessment Toolkit"

*** "4 Easy Tips & Tricks for Creating Visually Engaging Rubrics"

"The function of a rubric is to make information that is 

valuable to student success approachable and digestible...should achieve simplicity

... present only relevant information... The less visual noise a page contains, 

the clearer the information becomes and the easier it is to retain. 

Remember, less is always more!”

-Cait Camarata

Ch-Ch-Ch-Changes

"Turn and face the strange... Just gonna have to be a different man"

Since "Changes" (1971), David Bowie extended his thought in "Sunday" (2002), saying "nothing has changed and everything has changed."  Perhaps the same can be said in the realm of education?

I am humored when I hear that school isn't what it used to be. I reflect back to days before word processing programs and how, comparatively, students write quite a bit more today. Two-page essays are the minimum now and are common assignments. To a comparative point, here's a 1979 1st Grade Readiness checklist, as posted by Christine Whitley on the chicagonow.com blog (10 of 12 yesses = ready):

1. Will your child be six years, six months or older when he begins first grade and starts receiving reading instruction?
2. Does your child have two to five permanent or second teeth?
3. Can your child tell, in such a way that his speech is understood by a school crossing guard or policeman, where he lives?
4. Can he draw and color and stay within the lines of the design being colored?
5. Can he stand on one foot with eyes closed for five to ten seconds?
6. Can he ride a small two-wheeled bicycle without helper wheels?
7. Can he tell left hand from right?
8. Can he travel alone in the neighborhood (four to eight blocks) to store, school, playground, or to a friend's home?
9. Can he be away from you all day without being upset?
10. Can he repeat an eight- to ten-word sentence, if you say it once, as "The boy ran all the way home from the store"?
11. Can he count eight to ten pennies correctly?
12. Does your child try to write or copy letters or numbers?

Other than being 6, I'm certain my kids had these mastered before kindergarten, a tip of the hat to pre-school. The times, they are a-changin'. 

So change it is, and here are a few contemporary perspectives to consider:

1.   CLASSROOM & CRAFT

from George Couros

• "5 Highly Effective Teaching Practices" by edutopia's Rebecca Alber

• The New Teacher Survival Guide (Teaching Channel)

2.   HOMEWORK

• "The Science of Homework" (from theguardian.com's Teacher Network)

• Is Homework Helpful? The 5 Questions Every Teacher Should Ask (Sztabnik, edutopia.org)

3.   LEARNING (from Teaching Channel)

Reading Like a Historian: Corroboration

Document-Based Questions: Warm and Cool Feedback

T3: Tickets, Tips, and a Technique

Beginnings, Endings, and Dealing With What's In Between

1. TICKETS, Coming and Going…

Do you want to do some leveled grouping, but you are not quite sure exactly who all gets it, and who does not? Here is a way to establish those groups in the first 5 minutes of class. Entrance Tickets.

Some quick examples of entrance tickets used by real teachers:

*Google Form shows if they retained

*QR code links to lesson resources

*Example to establish if they understand the standard? http://goo.gl/Nd1rHI

Did you accomplish your learning target for today? Ask a pointed question that students can quickly articulate and hand to you on the way out the door. Give it a once over as they hand it to you. If they clearly have not put effort into their answer, give the card back to them and have them try again. Remember that it is okay if they are off base as you are trying to establish if the LT was met (but it is still important that they try). For more on EXIT cards and some other heavy hitter formative assessments that focus on the big ideas the Square Head Teachers.

Students can separate themselves.

Establish many different ways to accomplish targets.

              *More on Exit Tickets (video):

          "Assess and Plan with Exit Tickets"

2. LARGE CLASS SIZES? 

• Consider these TIPS (click here) 

        >> 1) collaborate & 2) know the kids; accept: 3) time, 4) loudness,  & 5) letting go

3. GENIUS HOUR (remember P.D. day?)

What it is*...

* from teachthought.com

  ... and how it can be used in the classroom: